courses of instruction - Phillips Exeter Academy

Transcription

2016–2017
COURSES OF
INSTRUCTION
Phillips
Exeter
Academy
seeks students who combine
intellectual curiosity,
academic ability and tenacity.
Throughout the Academy’s 235
years we have placed emphasis on
uniting goodness and knowledge,
and that remains true today.
Because learning at Exeter arises largely from each
individual’s engagement with others, the richness of
education here requires diversity in all its dimensions.
Students and teachers value — and grow from — the
differences they bring to the community they share.
This celebration of diversity is found in the many
courses we offer, and reflected in the desire that each
student be given room to explore their unique interests
and realize their potential. In addition to a broad
selection of classes in cornerstone subject areas,
the Academy offers unique choices such as Advanced
Arabic, Marine Biology and Literature and the Land.
Please read through the following pages, contemplate
new directions and seek fresh challenges. Enjoy the
process of selection and the adventure in your learning.
p h i l l i ps e x e t e r aca d e m y
1
A Community
Tradition
Traditions run deep at Exeter, and few are as engrained in our ethos
as our sense of community. The entire campus gathers twice weekly
for assembly, a shared cultural experience featuring notable speakers,
performances or campus-wide celebrations.
Our commitment to each other defines the Exeter experience and is
encapsulated in the school’s motto, non sibi, or “not for oneself.” From
Assembly Hall to our dormitories and athletic fields, students receive
individual support through their advisers and dorm faculty, peerto-peer mentoring and tutoring programs, from academic support
services … and from the incredible bonds forged with other Exonians.
3
Courses of
Instruction
2016–2017
table of contents
Faculty 2015–16
7
Academic Instruction
the harkness table
23
designing your course of study
general guidelines
guidelines by class
24
diploma requirements
26
for four-year students
for three-year students
for two-year students
for one-year students
meeting diploma requirements
grading
a note about course descriptions
course offerings
anthropology
art
classical languages
computer science
economics
english
health and human development
history
Mathematics
modern languages
music
physical education
psychology
religion
science
senior studies
theater and dance
transition courses
28
33
34
37
39
41
42
48
50
58
63
72
78
87
88
93
99
102
106
special on-campus offerings
field courses
senior projects
107
special off-campus offerings
the mountain school
washington intern program
school year abroad in china,
france, italy and spain
fall term in GRENOBLE, france
fall term in TEMA, ghana
fall term in YOKOHAMA, japan
fall term in St. PETERSBURG, russia
fall term in stratford, england
fall term at the island school,
cape eleuthera, bahamas
winter term in Taichung, taiwan
winter term in GÖttingen, germany
winter term in rome, italy
winter term in cuenca, ecuador
winter term in ballytobin/callan,
IRELAND
108
foreign language summer programs
france
japan
spain
russia
112
ncaa requirements
AND PUBLIC UNIVERSITY REQUIREMENTS
113
ADVANCED PLACEMENT PROGRAM
114
LIST OF COURSES
115
Faculty
emeriti faculty and instructors for the 2015–2016 academic year.
The Courses of Instruction is printed prior to the completion of hiring for the next academic year.
Principal instructor
Lisa MacFarlane
B.A., Princeton University; M.A., Ph.D., University of Michigan;
Principal Instructor and Instructor in English
— Elected 2015
Emeriti Faculty
Thomas E. Hassan
B.A., Ed.M., Ed.D., Director of College
Counseling, Director of Admissions,
Dean of Admissions, Assistant
Principal, Principal Instructor and
Instructor in Mathematics, Emeritus
(2015)
— Appointed 1989; Elected Principal 2009
Tyler Chapman Tingley
A.B., Ed.M., Ed.D., Principal Instructor
and Instructor in English, Emeritus
(2009)
— Elected 1997
Kendra Stearns O’Donnell
B.A., M.A., Ph.D., L.H.D., L.H.D.,
Principal Instructor and Instructor in
English, Emerita (1997)
— Elected 1987
David Douglas Coffin
M.A., Bradbury Longfellow Cilley
Professor of Greek and Chair of the
Department of Classical Languages,
Emeritus (1987)
— Appointed 1953
Colin Franklin Newell Irving
A.M., Treasurer and Instructor in
History, Emeritus (1987)
— Appointed 1946
John Bascom Heath
A.B., Thomas S. and Elinor B. Lamont
Professor of English, Dean of Faculty,
and Chair of the Department of English,
Emeritus (1989)
— Appointed 1949
Dudley Shepard Taft
A.M., Harlan Page Amen Professor and
Chair of the Department of Science,
Emeritus (1989)
— Appointed 1951
Clarence Robert Clements
Ed.M., C.A.S., George Albert Wentworth
Professor and Chair of the Department
of Mathematics, Emeritus (1990)
— Appointed 1969
Donald Cowing Dunbar
Mimi Denton Bravar
M.M., Chair of the Department of Music,
Emerita (1995)
— Appointed 1987
Richard George Brown
A.M.T., M.A., Instructor in Mathematics,
Emeritus (1997)
— Appointed 1962
Lynda Katherine Beck
B.S., Ph.D., Vice Principal and Instructor
in Science, Emerita (1998)
— Appointed 1972
David Kenneth Dimmock
B.S., M.S., Instructor in Mathematics,
Emeritus (1999)
— Appointed 1972
A.M.T., M.A., Dean of Students, 1981
Independence Foundation Professor
and Chair of the Department of
Mathematics, Emeritus (1993)
James Verner Ekstrom
— Appointed 1955
— Appointed 1969
Dolores Theresa Kendrick
Everett Arthur Gilcreast
M.A.T., Vira I. Heinz Professor and
Instructor in English, Emerita (1993)
— Appointed 1972
André Richard Vernet
M.A., 1959 Independence Foundation
of Modern Languages, Emeritus (1994)
B.S., M.Ed., Harlan Page Amen Professor
and Chair of the Department of Science,
Emeritus (1999)
B.A., M.A., Ph.D., Arthur A. Seeligson ’13
Professor in Business, Economics and
History, and Chair of the Department
of History, Emeritus (1999)
— Appointed 1967
— Appointed 1958
7
Fac u lt y
Lincoln Davis Hammond
A.B., Ph.D., Instructor in Modern
Languages, Emeritus (1999)
— Appointed 1973
Henry Prescott James
B.F.A., M.A., Instructor in Art, Emeritus
(1999)
— Appointed 1972
Frank Trafton Gutmann
B.A., M.A., A.M., George Albert
Wentworth Professor and Chair of the
Department of Mathematics, Emeritus
(2000)
— Appointed 1959
Barbara L. James
Director of Student Activities, Emerita
(2000)
— Appointed 1993
Michael Francis Drummey
A.B., M.A., Woodbridge Odlin Professor
of English and Instructor in English,
Emeritus (2001)
— Appointed 1969
Allan Delmas Wooley Jr.
B.A., M.A., Ph.D., Bradbury Longfellow
Cilley Professor of Greek and Chair of
the Department of Classical Languages,
Emeritus (2004)
— Appointed 1968
William Henry Hagen Jr.
B.A., M.A., Ph.D., Instructor in English,
Emeritus (2005)
— Appointed 1982
David Hamlin Arnold
B.A., M.A., Ph.D., John E. and Mary
E. Smith Memorial Distinguished
Professor in Mathematics and Chair
of the Department of Mathematics,
Emeritus (2006)
— Appointed 1967
Patricia Walker Hindman
B.A., M.A., Instructor in Mathematics
and Admissions Officer, Emerita
(2006)
— Appointed 1987
Lewis Hone Hitzrot
Mariá Nieves Fernández
M.A., M.A., Instructor in Modern
Languages, Emerita (2007)
— Appointed 1986
John Joseph Kane
A.B., M.A., Instructor in English,
Emeritus (2007)
— Appointed 1973
Harvard Vaughan Knowles
A.B., M.A., Thomas S. and Elinor B.
Lamont Professor of English and Chair
of the Department of English, Emeritus
(2007)
— Appointed 1974
Kathy Nutt Nekton
B.S., M.S., Vira I. Heinz Professor and
Chair of the Department of Physical
Education, Emerita (2008)
— Appointed 1973
Roger Armas Nekton
B.S., M.S., Instructor in Physical
Education, Emeritus (2008)
— Appointed 1963
B.A., M.A., Ph.D., Vira I. Heinz
Professor and Instructor in
Mathematics, Emerita (2002)
A.B., M.S., 1961 Independence
Foundation Professor, Director
of Admissions and Chair of the
Department of Science, Emeritus
(2006)
— Appointed 1972
— Appointed 1974
— Appointed 1970
Stephen Carl Smith
Nita Grace Pettigrew
John David Herney
Mary Spruill Kilgore
B.A., A.M.T., M.A., Dean of Faculty,
Robert Shaw White Professor and Chair
of the Department of History, Emeritus
(2003)
— Appointed 1964
Werner Brandes
B.A., Ph.D., Wheaton J. Lane ’21
Bicentennial Professor in the
Humanities and Instructor in Modern
Languages, Emeritus (2004)
— Appointed 1964
Christopher Townsend Harper
B.Sc., D.Phil., Instructor in Science and
Director of the Grainger Observatory,
Emeritus (2004)
— Appointed 1984
8 Courses of Instruction | 2016–2017
B.A., M.A., Ed.M., Woodbridge Odlin
Professor of English and Chair of the
Department of English, Emerita (2006)
— Appointed 1986, 1996
William Edward Campbell
B.S., M.A., Instructor in Mathematics,
Emeritus (2007)
— Appointed 1973
Barton Toby Chartoff
B.A., M.S., Ph.D., Instructor in
Mathematics and Scheduling Officer,
Emeritus (2007)
— Appointed 1984
David Ryder Weber
A.B., M.A., 1981 Independence
Foundation Professor and Instructor in
English, Emeritus (2008)
B.A., M.A.T., Dean of Faculty, Robert
Shaw White Professor in History, Chair
of the Department of History, and
Director of Admissions and Financial
Aid, Emeritus (2009)
Susan Jorgensen Herney
B.A., M.Ed., Senior Associate Director
of Admissions, Associate Director of
Admissions, Dean of Students, Associate
Dean of Students, Associate Director
of Major Gifts, Director of Stewardship
for Major Gifts, Assistant Director of
Capital Giving, Emerita (2009)
— Appointed 1972
Fac u lt y
Paul Richards Mahoney
A.B., M.Ed., Director of Financial Aid,
Director of Alumni Affairs, Director
of Annual Giving, Dean of Students,
Associate Dean of Students, Admissions
Officer, Emeritus (2009)
— Appointed 1967
Robert Bruce Pruitt
A.B., A.M., Steyer Distinguished
Professor in History, Cordingley
Teaching Chair in History, Bicentennial
Professor in History, Director of
Studies, Chair of the Department of
History, Emeritus (2009)
— Appointed 1973
Douglas Gerson Rogers
B.A., M.A., M.Ed., Ph.D., Cowles
Professor in the Humanities, Director
of Summer School, Chair of the
Department of English, Emeritus
(2009)
Nicholas Busch Dawson
B.A., M.Arch., David Kruidenier ’40
Chair in Art and Architecture and
Instructor in Art, Chair of the
Department of Art, Emeritus (2011)
— Appointed 1972
Elizabeth Moulton Farnham
A.B., Chair of the Department of
Religion, Instructor in Religion,
Emerita (2011)
— Appointed 1987
Donald Ward Foster
B.A., M.A., Ph.D., Dr. P. Phillips
Professor of Anthropology and
Instructor in History, Emeritus (2011)
— Appointed 1973
David Titus Swift
A.B., M.A.L.S., Associate Dean of
Students, Dean of Students, Instructor
in Mathematics, Emeritus (2011)
— Appointed 1977
Denis O. Brochu
Joyce Coster Kemp
B.S., M.A., Instructor in Modern
Languages, School Year Abroad
Coordinator, Associate Dean of
Academic Affairs, Dean of Academic
Affairs, Emeritus (2010)
— Appointed 1983
Joseph Edward Fellows
B.A., M.A., M.B.A., Counselor,
Treasurer, Chief Financial Officer,
Emeritus (2010)
John Y. Hou
B.A., M.A., M.L.S., Ph.D., Instructor in
Modern Languages, Emeritus (2010)
— Appointed 1997
Jacquelyn Harvey Thomas
B.A., M.Ed., James H. Ottaway Jr. ’55
Professor and Academy Librarian,
Emerita (2010)
— Appointed 1975
A.B., M.A.T., Chair of the Department
of Mathematics, Director of Studies,
John E. and Mary E. Smith Memorial
Distinguished Professor in Mathematics
and Instructor in Mathematics,
Emerita (2012)
— Appointed 1987
Linda Call Luca
B.A., Director of the Dance Program
and Instructor in Theater and Dance
and Physical Education, Emerita
(2012)
— Appointed 1972
James E. Samiljan
B.A, M.A., Robert W. Kesler ’47 (Hon.)
Distinguished Professor and Instructor
in Modern Languages, Emeritus (2012)
— Appointed 1967
William J. Dennehy
B.S., Instructor in Physical Education,
Emeritus (2013)
— Appointed 1971
Barbara Eggers
B.A., M.A., Chair of the Department of
History, Dean of Faculty, Instructor in
History, Emerita (2013)
— Appointed 1984
Sharon Finley
B.A., M.S., Ph.D., Bicentennial
Instructor and Instructor in Science,
Emerita (2013)
— Appointed 1986
Anthony W. Greene
B.A., M.Ed., M.A., C.A.S., Instructor in
Mathematics, Emeritus (2013)
— Appointed 1989
Lark Hammond
B.A., M.A., Ph.D. (ABD), Thomas S.
and Elinor B. Lamont Professor and
Instructor in English, Emerita (2013)
— Appointed 1988
Andy Hertig
A.B., M.A., Ph.D. (ABD), 1959
Independence Foundation Professor,
Chair of the Department of History,
Dean of Faculty, Instructor in History,
Emeritus (2013)
— Appointed 1968
Kathleen Dekker Curwen
B.A., Ph.D., Alfred Hayes ’25 Teaching
Chair in Science, Chair of the
Department of Science, Dean of Faculty,
Instructor in Science, Emerita (2014)
— Appointed 1988
Karen S. Clagett
A.B., M.A., Associate Director of College
Counseling, Emerita (2015)
— Appointed 2004
Edouard Louis Desrochers
B.A., M.L.S., Assistant Academy
Librarian and Academy Archivist,
Emeritus (2015)
— Appointed 1986
Philip Rée Mallinson
L.L.B., Dip.Ed., M.S., M.Ed., Instructor
in Mathematics, Emeritus (2015)
— Appointed 1994
9
Fac u lt y
PRINCIPAL’S STAFF
Elizabeth M. Dolan
B.S., The College at Brockport, State
University of New York; M.A., Tufts
University; Director of the College
Counseling Office
— Appointed 1997
Morgan Dudley
B.A., Williams College; M.B.A.,
Stanford University; Director of
Institutional Advancement
— Appointed 2016
Diane Fandrich
B.S., University of New Hampshire;
Director of Technology Services
— Appointed 2011
Michael Gary
B.A., Trinity College; Ed.M., Harvard
Graduate School of Education; Director
of Admissions
— Appointed 2002
Robin Giampa
A.S., B.S., Ferris State University;
M.A., Simmons College; Director of
Communications
— Appointed 2013
David W. Hanson
B.S., University of Tampa; J.D., Ohio
Northern University; M.Ed., University
of Florida; M.B.A., Emory University;
Ed.D., University of Pennsylvania; Chief
Financial Officer
Melissa D. Mischke
Pamela Roth Appleton
— Appointed 1994
Brooks S. Moriarty
Sami Ibn Khary Atif
B.S., M.Ed., University of New
Hampshire; Dean of Students and
Instructor in Science
B.A., Yale University; M.A., Ph.D.
(ABD), University of Virginia; Barton
Evans and H. Andrea Neves Instructor
in Humanities, Director of Studies and
Instructor in English
— Appointed 2008
Ethan Shapiro
B.A., Colby College; M.A., Middlebury
College; Dean of Faculty and Instructor
in Modern Languages
— Appointed 1988
Roger F. Wakeman
M.S., Old Dominion University; Chief of
Planning and Facilities
— Appointed 2002
FACULTY
Richard Suren Aaronian
B.A., University of New Hampshire;
Harlan Page Amen Professor of Science
and Instructor in Science
— Appointed 1971
Matthew R. Adams
B.S., Cornell University; M.S., Ph.D.,
Montana State University; Instructor in
Science
— Appointed 2014
— Appointed 2012
Shanna E. Hines
Sasha G. Alcott
B.B.A., Howard University; Director of
Human Resources
B.A., Cornell University; M.Ed., Hunter
College; Instructor in Science
— Appointed 2014
— Appointed 2013
Ronald J. Kim
Simon J. Allcock
B.A., University of California, Berkeley;
M.A., Ph.D. (ABD), University of
Chicago; Assistant Principal and
Instructor in History
— Appointed 1994
B.A., M.A., Oxford University, England;
Instructor in Classical Languages
— Appointed 2015
Sarah Anderson
B.A., Skidmore College; M.F.A., Warren
Wilson College; Instructor in English
M.Ed., Boston College; Associate
Director of College Counseling
B.A., Cheyney University of
Pennsylvania; M.S., Ph.D., Delaware
State University; Instructor in
Mathematics
— Appointed 2012
Olutoyin A. Augustus-Ikwuakor
B.A., Pennsylvania State University;
Instructor in Physical Education
— Appointed 2011
Patricia J. Babecki
B.Sc., M.Sc., McGill University, Canada;
M.Ed., University of Massachusetts;
Instructor in Mathematics
— Appointed 1993
Vicki S. Baggia
B.A., Brandeis University; M.A.,
Harvard University; Wheaton J. Lane ’21
Bicentennial Professor in the Humanities
and Instructor in Modern Languages
— Appointed 1982
Dana Gavin Barbin
— Appointed 1988
Kevin Glenn Bartkovich
B.S., M.S., Johns Hopkins University;
Ph.D., Duke University; Instructor in
Mathematics
— Appointed 2009
Gretchen B. Bergill
B.A., Colby College; Associate Director of
College Counseling
— Appointed 2005
Eric Stephen Bergofsky
B.E.S., M.Ed., Johns Hopkins University;
M.S.T., University of New Hampshire;
Chair of the Department of Mathematics
— Appointed 1977
Fac u lt y
John A. Blackwell
B.S., Daniel Webster College; M.S.,
James Cook University, Australia;
Director of the Grainger Observatory
— Appointed 2004
Kwasi N. Boadi
B.S., University of Cape Coast, Ghana;
M.S., Laurentian University, Canada;
Ph.D., Howard University; Michael
Ridder ’58 Distinguished Professor in
History and Instructor in History
Jane Sherwood Cadwell
B.A., Williams College; M.A.T., Smith
College; M.Litt., Middlebury College;
— Appointed 1993
Carol A. Cahalane
B.S., M.Ed., University of Massachusetts
Lowell; Instructor in Health Education
— Appointed 1990
Alexa D. Caldwell
— Appointed 2006
B.A., Brown University; Instructor in
History
Laura K. Bradford
John T. Caldwell
— Appointed 2015
— Appointed 2012
Dale E. Braile
Megan M. Campbell
B.A., M.A.T., Bard College; Instructor
in Mathematics
B.A., Williams College; M.A.L.S.,
Dartmouth College; Instructor in
Mathematics
Christina D. Breen
B.A., Tufts University; M.A., University
of Vermont; Instructor in English
— Appointed 2010
Jason M. BreMiller
B.A., St. Olaf College; M.A., Middlebury
College; Sustainability Education
Coordinator and Instructor in English
— Appointed 2012
Kathleen James Brownback
B.A., Wellesley College; M.Div.,
Harvard University; M.B.A., Boston
University; Vira I. Heinz Distinguished
Professor and Instructor in Religion
— Appointed 1988
Lauren Burkart
B.A., University of Arkansas; Instructor
in Physical Education
Patricia Burke Hickey
B.A., Bucknell University; M.A.,
University of Colorado Boulder;
— Appointed 2013
B.A., Harvard University; Instructor in
English
B.A., University of Texas; M.A., Ph.D.
(ABD), University of Toronto, Canada;
Sean F. Campbell
B.S., Trinity University; Instructor in
Computer Science
— Appointed 2012
Mercedes Christina Carbonell
B.A., Brown University; M.A., Stanford
University; Instructor in English
Kenney M. Chan
B.S., Cornell University; Ed.M., Harvard
University; Academic Scheduler and
Instructor in Computer Science
— Appointed 2006
Michele L. Chapman
B.S., Duke University; M.S., University
of Wisconsin; Instructor in Science
— Appointed 2011
Xitai Chen
B.S., East China Normal University,
China; M.A., Ph.D., University of
Oklahoma; Instructor in Mathematics
— Appointed 1998
Townley W. Chisholm
B.A., Harvard University; M.Sc.,
Pembroke College, University of
Cambridge, England; Independence
Foundation Distinguished Professor
— Appointed 1994
Evelyn Margaret Christoph
A.B., Brown University; M.A., Ph.D.
(ABD), New York University; BatesRussell Distinguished Faculty Professor
and Instructor in Modern Languages
— Appointed 1985
Myra Ann Citrin
B.A., Brown University; M.D.,
University of Cincinnati College of
Medicine; Medical Director
— Appointed 1993
Hilary Hall Coder
B.S., Pennsylvania State University;
— Appointed 1983
Carla B. Collins
B.F.A., M.A.T., Plymouth State
University; Instructor in Art
— Appointed 2010
Gwynneth G. H. Coogan
B.A., Smith College; Ph.D., University
of Colorado Boulder; Instructor in
Mathematics
— Appointed 2002
William Gordon Coole Jr.
M.Ed., University of Virginia; Dean of
Student Health and Wellness
— Appointed 1987
Arthur Joseph Cosgrove
B.A., State University of New York
at Geneseo; M.Ed., University of
Massachusetts; Dean of Residential Life
— Appointed 1992
Linda C. Daley
B.S., Vanderbilt University; M.B.A.,
Harvard Business School; Associate
Director of Admissions
— Appointed 2010
11
Fac u lt y
Amberlee Darling
B.F.A., State University of New York;
M.A., Lesley University; Instructor in
Dance
Elizabeth L. Dean
B.A., University of Michigan; Instructor
in English
— Appointed 2013
Barbara Susan Desmond
B.A., Wellesley College; M.Phil.,
Ph.D. (ABD), Yale University; Cowles
Distinguished Professor of Humanities
and Instructor in English
— Appointed 2005
James Arthur DiCarlo
B.A., Dartmouth College; M.S.,
Stanford University; Instructor in
Science
— Appointed 1993
Sheryl K. Dion
B.A., University of North Carolina;
M.A., Illinois State University; M.Ed.,
Boston College; Instructor in Modern
Languages
Michelle Anne Dionne
B.A., McGill University, Canada; M.Ed.,
Columbia University; Instructor in
English
Elizabeth M. Dolan
Allison M. Duke
Ming Wang Fontaine
— Appointed 2011
— Appointed 1989
R. Cary Einhaus
Nuri D. Friedlander
B.F.A., B.A., University of Utah;
Director of the Dance Program and
Instructor in Dance
B.A., George Washington University;
M.A., Middlebury College; Associate
Director of College Counseling
— Appointed 1997
Katherine Healy Fair
B.A., Brown University; M.A., Ph.D.,
University of Michigan; Steyer
in Modern Languages
Michael Gary
B.S., M.Ed., Springfield College;
— Appointed 1981
Zuming Feng
Ph.D., Johns Hopkins University;
Stephen G. Kurtz Teaching Chair and
— Appointed 1995
Rebecca Fisher
B.A., M.P.H.L., Boston University; M.S.,
University of New England; Physician
Assistant
— Appointed 2009
— Appointed 1997
Eleanor J. Down
Kelly Marie Flynn
Acting Director of the Dance Program
and Instructor in Dance
— Appointed 2015
Ellis Benjamin Gardner
Jean Chase Farnum
— Appointed 1997
Sarah E. Duclos
— Appointed 2015
— Appointed 1984
Jacqueline G. Flores
— Appointed 2010
B.A., M.A., The American University
in Cairo, Egypt; M.S.W., The School of
Social Work at Simmons College; Ph.D.
(ABD), Harvard University; Instructor
in Religion
A.B., Princeton University; M.D.,
Dartmouth Medical School; Medical
Director
B.S., The College at Brockport, State
University of New York; M.A., Tufts
University; Director of the College
Counseling Office
B.A., Bates College; Admissions Officer
B.A., Ling Tung College, Taiwan; M.Ed.,
Lesley College; Instructor in Modern
Languages
B.A., California State University, Los
Angeles; M.A., Middlebury College;
Instructor in Modern Languages
A.B., Harvard College; M.F.A.,
University of Iowa; Instructor in English
— Appointed 2005
Margaret M. Foley
B.A., M.A.T., Boston University; Arthur
A. Seeligson ’13 Professor in Business,
Economics and History, and Instructor
in History
— Appointed 1999
B.A., Trinity College; Ed.M., Harvard
Graduate School of Education; Director
of Admissions
— Appointed 2002
Karen Lassey Geary
B.A., Amherst College; M.S.T.,
University of New Hampshire; Dean
of Academic Affairs and Instructor in
Mathematics
— Appointed 1996
Panama C. Geer
B.A., Wesleyan University; M.S., Ph.D.,
Rensselaer Polytechnic Institute;
— Appointed 2011
Stephanie Kay Girard
B.A., Boston College; M.A., University
of Virginia; John E. and Mary E. Smith
Memorial Distinguished Professor
in Mathematics and Instructor in
Mathematics
— Appointed 1986
Ellen S. Glassner
B.A., Tufts University; M.A.,
Middlebury College; Instructor in
Modern Languages
William Gerald Glennon Jr.
B.S., Springfield College; M.Ed.,
University at Albany, State University of
New York; Chair of the Department of
Physical Education
Fac u lt y
Sydnee M. Goddard
B.S., Bates College; Ph.D., Duke
University; Instructor in Science
— Appointed 1991
Michael Golay
B.A., Indiana University; M.A., State
University of New York; Instructor in
History
— Appointed 2004
Elena Gosálvez-Blanco
B.A., Universidad Complutense, Spain;
M.A., Emerson College; M.A., Arizona
State University; Director of Summer
School and Instructor in Modern
Languages
— Appointed 2007
Johnny Ray Griffith
B.S., Hardin-Simmons University; M.A.,
Middlebury College; Ph.D., University
of Massachusetts, Amherst; Instructor
in English
— Appointed 2006
David William Gulick
Richard Anthony Hardej
B.A., Bowdoin College; M.A.L.S.,
Dartmouth College; M.Ed., Teachers
College at Columbia University; Steyer
in Mathematics
— Appointed 1987
Matthew J. Hartnett
B.A., College of William and Mary;
M.A., Ph.D., Columbia University;
— Appointed 2010
Nathaniel G. Hawkins
B.A., Brown University; M.A., Columbia
University; J.D., University of Virginia
School of Law; Instructor in English
— Appointed 2007
Porter W. Hayes
B.A., Denison University; Admissions
Officer
— Appointed 2013
Lionel Todd Hearon
B.S., University of Virginia; M.S.,
University of California, Berkeley;
B.A., Baylor University; M.A., Boston
College; Ph.D., Boston University;
Bennett Fellowship Coordinator and
— Appointed 2004
— Appointed 2003
Ranila Haider
Joan R. Heisey
B.S., New Jersey Institute of
Technology; M.S., Wilmington
University; Instructor in Computer
Science
— Appointed 2014
Aviva A. Halani
B.A., Wellesley College; M.A., Ph.D.,
Arizona State University; Instructor in
Mathematics
— Appointed 2013
Christopher M. Hamel
B.S., M.S., Springfield College; Associate
Athletic Trainer
— Appointed 2013
M.S., Rensselaer Polytechnic Institute;
— Appointed 1998
Adam E. Hernandez
Mark Richard Hiza
B.S.E., University of Connecticut;
M.Ed., University of Massachusetts;
— Appointed 1993
Alison E. C. Hobbie
B.A., Wellesley College; M.S.,
University of Virginia; Harlan M. Ellis
Distinguished Professor and Chair of
the Department of Science
— Appointed 2001
William Duncan Holcomb
B.A., Kenyon College; M.A., University
of Virginia; Instructor in English
— Appointed 2004
Catherine E. Holden
B.S., Massachusetts Institute of
Technology; M.S., M.Ed., University of
Illinois; Instructor in Mathematics
— Appointed 1998
Mark C. Hoven
B.A., College of Charleston; M.A.,
Middlebury College; Associate Director
of College Counseling
— Appointed 2011
L. Gene Howard
B.F.A., University of New Hampshire;
Instructor in Art
David S. Hudson
B.S., M.Ed., St. Lawrence University;
M.S., Indiana State University; Director
of Athletic Training
David A. Huoppi
— Appointed 2015
— Appointed 2014
Katherine S. Hernandez
Elizabeth T. Hurley
B.A., Mount Holyoke College; Ed.M.,
Harvard Graduate School of Education;
Sherry A. Hernandez
B.S., Trinity College; A.L.M., Harvard
University; Instructor in Mathematics
B.S., Springfield College; M.A.,
Concordia University Irvine; Instructor
in Health Education
— Appointed 2015
B.A., M.Ed., University of New
Hampshire; Associate Director of
College Counseling
John M. Hutchins
— Appointed 2015
— Appointed 2009
B.A., Colby College; Ed.M., Harvard
University; Director of Financial Aid
13
FAC U LT Y
Jeffrey J. Ibbotson
B.A., M.A., Ph.D., University at Buffalo,
State University of New York; Smith
Family Teaching Chair in Mathematics
and Instructor in Mathematics
Erik Janicki
B.A., Colby College; Instructor in
Science
Ahmed M. Jebari
B.A., University of Massachusetts;
A.L.M., Harvard University; Instructor
in Modern Languages
— Appointed 2005
Frances A. Johnson
B.A., M.S., Northwestern University;
Ph.D., Washington University;
Aykut Kilinc
B.A., Middle East Technical University,
Turkey; M.A., Ph.D., University of New
Hampshire; Instructor in History
— Appointed 2014
Ronald J. Kim
— Appointed 1994
— Appointed 2000
Christine Knapp
Nolan C. Lincoln
— Appointed 2007
Dao Liu
B.A., Colgate University; M.A.T.,
University of New Hampshire;
Ying-Chu (Susan) Kramer
Kristofer T. Johnson
Paul Boezi Langford
William Jordan
B.A., University of Massachusetts; M.A.,
Ph.D., University
of New Hampshire; Chair of the
Department of History
— Appointed 1997
Nahin I. Jorgge
B.A., Yale University; Associate
Director/Coordinator of Multicultural
and Diversity Recruitment
— Appointed 2013
Szczesny Jerzy Kaminski
M.M., Nicholas Copernicus University,
Poland; Ph.D., Brandeis University;
— Appointed 1991
Susan Marie Keeble
B.A., Emory and Henry College; M.S.,
University of Tennessee; Cordingley
Teaching Chair and Instructor in
Mathematics
— Appointed 1991
Joanne G. Lembo
B.A., National Taiwan University;
— Appointed 2013
B.A., Harvard University; M.Sc.,
University of New Brunswick, Canada;
Ph.D., Johns Hopkins University;
B.A., University of California, Berkeley;
M.A., Ph.D. (ABD), University of
Chicago; Assistant Principal and
— Appointed 2008
B.M., Oberlin College, M.M., University
of Illinois; Director of Choral Activities
and Instructor in Music
Joseph Albert Legér
B.A., University of North Carolina at
Chapel Hill; M.A., Ph.D., Princeton
University; George Shattuck Morison
Professor of Latin and Instructor in
Classical Languages
— Appointed 1985
N. Shane LaPointe
B.S., Oregon State University; M.S.,
Southern New Hampshire University;
M.Ed., Plymouth State University,
CSCS, NSCA certification; Director of
Athletics
Erica Plouffe Lazure
B.A., University of Massachusetts;
M.A., East Carolina University; M.F.A.,
Bennington College; Instructor in
English
— Appointed 2010
Szu-Hui Lee
B.A., University of California, Irvine;
M.A., Ph.D., Ohio State University;
Psychologist, Health Services
— Appointed 2014
B.A., Bennington College; M.S., Antioch
New England Graduate School; Director
of Student Activities
B.A., Middlebury College; Instructor in
History
B.A., Sichuan International Studies
University, China; M.A., University
of Bonn, Germany; M.A., Rutgers
University; Instructor in Modern
Languages
— Appointed 2015
Christopher M. Lovely
B.F.A., Montserrat College of Art;
M.F.A., New York Academy of Art;
Instructor in Art
Jeanette S. Lovett
Sc.B., Brown University; M.Ed., Harvard
— Appointed 2014
Betty C. Luther-Hillman
A.B., Harvard College; M.A., University
of Chicago; Ph.D., Yale University;
— Appointed 2011
Hal Lancaster Lynch III
B.A., Furman University; Associate
Director of Admissions and Instructor
in Theater and Dance
— Appointed 1981
Fac u lt y
Molly T. MacKean
B.A., Harvard University; M.A., M.A.,
Ph.D., Northwestern University;
Charles Lynn and Mary Chase Stone
Instructor in the Humanities and
— Appointed 2011
Priscilla Nye MacMullen
B.A., Yale University; M.A., Middlebury
College; Instructor in Modern
Languages
— Appointed 1984
Laura E. Marshall
A.B., Mount Holyoke College; M.S.,
University of Massachusetts, Amherst;
Clerk of the Trustees and Instructor in
Mathematics
— Appointed 2005
Jennifer Rebecca Marx Asch
B.A., University of Michigan; M.A.,
Hebrew Union College – Jewish
Institute of Religion; M.A., Rhea Hirsch
School of Jewish Education; Instructor
in Religion
— Appointed 2013
Christopher Russell Matlack
B.S., University of Vermont; M.Sc.,
Acadia University; Lee C. Bradley III,
Class of 1943, Academy Teaching Chair
in Science and Instructor in Science
Margaret (Peggi) McCarthy
B.A., Bryn Mawr College; M.A., M.Litt.,
Middlebury College; M.A., University of
New Hampshire; Instructor in Theater
and Dance
Kent Alan McConnell
B.A., Westminster College; M.Div.,
Yale University; Th.M., Princeton
Theological Seminary; Ph.D.,
University of Virginia; Instructor in
History
— Appointed 2008
Michael H. McLaughlin
B.A., Columbia University; M.A.,
Science
Andrew G. McTammany
John P. H. Morris
— Appointed 2012
Robert Stephen Morris
B.A., Johns Hopkins University; M.S.,
Science
Kalya K. Medina
B.S., University of Maine, Orono; M.S.,
Arizona School of Health Sciences;
Associate Athletic Trainer
— Appointed 2008
Leah M. Merrill
B.A., Skidmore College; M.A.,
Dartmouth College, Instructor in
History
B.A., Harvard College; M.A., Wesleyan
University; Instructor in History
B.S., Springfield College; Instructor in
Health Education
— Appointed 1992
Sally Weissinger Morris
B.A., Trinity College; M.A., Tufts
University; Instructor in Classical
Languages
— Appointed 2005
Constance M. Morse
Matthew W. Miller
B.A., Yale University; M.F.A., Emerson
College; Instructor in English
B.A., Holy Cross; M.S.W., LICSW,
BCD, University of Connecticut;
Associate Director of Counseling and
Psychological Services and Student
Listener Coordinator
— Appointed 2007
— Appointed 1997
Don P. Mills
Alex S. Myers
— Appointed 2001
B.S., Plymouth State College; Instructor
in Physical Education
— Appointed 2005
Melissa D. Mischke
B.S., M.Ed., University of New
Hampshire; Dean of Students and
— Appointed 1994
Tara I. Misenheimer
M.A.T., Tufts University and the
School of the Museum of Fine Arts;
Clowes Chair in Art and Chair of the
Department of Art
— Appointed 2006
M. Rebecca Moore
A.B., Radcliffe College; Ed.M., Harvard
University; Woodbridge Odlin Professor
in English and Instructor in English
— Appointed 1994
Brooks S. Moriarty
B.A., Harvard University; M.A., Brown
University; M.F.A., Vermont College of
Fine Arts; M.A., Georgetown University;
Phillips Fellow in English
— Appointed 2015
Sarah Ream Myhill
B.A., Yale University; Instructor in
Theater and Dance
— Appointed 1997
Lauren K. O’Neal
A.B., Wellesley College; Ed.M.,
Harvard University; M.F.A., Maine
College of Art; Doctorate in Fine Arts,
Kuvataideakatemia (Academy of Fine
Arts), Finland; Director and Curator of
Lamont Gallery
— Appointed 2012
Melissa Lynn Pacific
B.S., M.A., Ohio State University;
— Appointed 2006
B.A., Yale University; M.A., Ph.D.
(ABD), University of Virginia; Barton
Evans and H. Andrea Neves Instructor
in Humanities, Director of Studies and
Eimer Catherine Page
— Appointed 2008
— Appointed 2004
B.A., Ph.D., Trinity College Dublin,
Ireland; M.A., Queen’s University
Belfast, Ireland; Director of Global
Initiatives and Instructor in English
15
Fac u lt y
Pamela T. Parris
B.A., Douglass College, Rutgers
University; Academic Support
Counselor, Dean of Students Office
— Appointed 2004
William E. Perdomo
Susan Repko
B.A., Princeton University; M.C.R.P.,
Rutgers University; M.F.A., Bennington
College; Instructor in English
Elizabeth Reyes
B.A., M.F.A., Long Island University;
B.A., Boston College; M.S., University
of Massachusetts; Community Service
Coordinator
— Appointed 2013
— Appointed 2014
P. Fermín Pérez-Andreu
Robert Gardner Richards
B.A., University Madrid, Spain;
M.A., Middlebury College; William
Woodbridge Teaching Chair and
— Appointed 1999
Emma Phillips
B.S., Trinity College; Instructor in
Mathematics
— Appointed 2014
Kurt W. Prescott
A.B., Dartmouth College; M.T.S.,
Harvard Divinity School; Instructor in
Religion
Thomas F. Ramsey
M.F.A., Rutgers University, Chair of the
Department of Theater and Dance
— Appointed 1994
Lavina A. Richter
B.A., Wellesley College; Academic
Technology Coordinator
— Appointed 2008
Bradford Lyle Robinson
B.A., Clark University; Ed.M., Harvard
— Appointed 1988
Filip D. Sain
B.A., Hamilton College; M.Div., Yale
Divinity School; Instructor in Religion
B.A., Cornell University; M.S., Ph.D.,
Northwestern University; Instructor in
Mathematics
— Appointed 2014
Anne E. Rankin
Rosanna M. Salcedo
B.S., M.S., University of California;
Eleanor Gwin Ellis Distinguished
Professor and Instructor in Science
— Appointed 1999
H. Paolo Reichlin
B.A., Amherst College; Ed.M., Harvard
University; Dean of Multicultural
Affairs and Instructor in Modern
Languages
— Appointed 2001
B.A., Brown University; M.A., Johns
Hopkins University; Percy C. Rogers
Professor in Romance Languages and
Scott Stuart Saltman
— Appointed 2007
— Appointed 1991
Joseph Anthony Reiter
Viviana V. Santos
B.A., M.A., Ph.D. (ABD), Rutgers
University; Lewis Perry Professor of
Humanities and Instructor in Modern
Languages
— Appointed 1980
B.A., Amherst College; John E. Smith Jr.
Distinguished Professor in Science and
B.S., Georgetown University; M.A.,
Middlebury College; M.S.Ed.,
University of Pennsylvania; Ph.D.,
Rutgers University; Robert W. Kesler
’47 (Hon.) Distinguished Professor and
— Appointed 2001
Gail Scanlon
B.A., Mount Holyoke College; M.L.S.,
University at Albany, State University
of New York; James H. Ottaway Jr. ’55
Chair for the Academy Library and
Academy Librarian
— Appointed 2011
Richard Jean Schieber
D.E.U.G., Diplome d’etudes
universitaires generals, France; M.A.,
Ph.D., University of Alabama; Chair of
the Department of Modern Languages
— Appointed 2005
Peter P. Schultz
B.A., Colby College; M.M., Stony
Brook University, State University of
New York; Doctoral Degree in Flute,
Manhattan School of Music; Michael V.
Forrestal ’45 Chair for the Department
of Music and Chair of the Department
of Music
— Appointed 1989
Amy D. Schwartz
B.A., Wesleyan University; M.A.,
University of Kansas; Instructor in
History
— Appointed 2001
Giorgio Stefano Secondi
B.A., Bocconi University, Italy;
M.A., Ph.D., University of Michigan;
—Appointed 2008
Thomas D. Seidenberg
B.S., Whitworth University; M.A.T.,
Central Washington University;
— Appointed 1990
Bruce Shang
B.S., Rutgers University; M.A., The
College of New Jersey; Instructor in
Physical Education
— Appointed 2008
Ethan W. Shapiro
B.A., Colby College; M.A., Middlebury
College; Dean of Faculty and Instructor
in Modern Languages
— Appointed 1988
Fac u lt y
Molly M. Simmons
B.A., University of Wisconsin;
Thomas W. Simpson
B.A., Ph.D., University of Virginia;
M.T.S., Emory University; Instructor in
Religion
— Appointed 2008
Jennifer L. Smith
B.A., St. Anselm College; M.Ed.,
Rivier College; International Student
Coordinator
— Appointed 2014
Lundy Ervin Smith
B.A., Pomona College; M.A.,
Middlebury College; Raymond W. Ellis
Professor and Instructor in English
— Appointed 2001
Rohan Gregory Smith
B.M., Sydney University, Australia;
M.M., Manhattan School of Music;
Director of Forrestal-Bowld Music
Center and Instructor in Music
Jeanne K. Stern
B.A., Case Western Reserve University;
M.S.W., LICSW, BCD, Washington
University; Director of Counseling and
Psychological Services
— Appointed 1996
Elizabeth Olsen Stevens
A.B., Bowdoin College; M.A.T., Brown
— Appointed 2000
Lorissa G. Summermatter
B.A., University at Buffalo, State
University of New York; Costume Shop
Manager and Costume Designer for
Theater and Dance
Andrea Beth Sweet
B.S., Springfield College; M.S., Northern
Arizona University; Strength and
Conditioning Coach
— Appointed 2008
Inna Sysevich
M.S., University of Agriculture, Ukraine;
— Appointed 1995
— Appointed 2001
Ralph George Sneeden
Amadou T. Talla
B.A., University of Massachusetts,
Amherst; M.A., Middlebury College;
M.F.A., Warren Wilson College;
B. Rodney Marriott Chair in the
Humanities, CPD Coordinator and
— Appointed 1995
Michelle C. Soucy
B.S., Pennsylvania State University;
M.A., Columbia University; Chair of the
Department of Health Education
— Appointed 2008
Simon Gregory Spanier
B.A., P.G.C.E., M.A., Balliol College,
Oxford University, England; Instructor
in Mathematics
— Appointed 2007
B.A., M.A., Université Cheikh Anta
Diop, Sénégal; M.A.T., Ecole Normale
Supérieure, Sénégal; Instructor in
Modern Languages
— Appointed 2015
Kayoko Tazawa
B.A., Shoin Women’s University, Japan;
M.A., University of New Hampshire;
— Appointed 1998
Robert Harold Thompson
B.A., Wesleyan; M.Div., Payne
Theological Seminary; The Phelps
Minister of Phillips Church and School
Minister
— Appointed 1986
Michelle Elizabeth ThompsonTaylor
B.A., University of the West Indies,
Jamaica; M.S., Roberts Wesleyan
College; Associate Director of College
Counseling
— Appointed 2014
Christopher A. Thurber
B.A., Harvard University; Ph.D.,
University of California; Academy
Student Assistance Program
Coordinator and Counselor and
Instructor in Psychology
— Appointed 1999
Jay D. Tilton
B.A., Hobart College; Associate Director
of Admissions
— Appointed 2002
Mark L. Trafton
M.A., California State University;
— Appointed 1987
Nicholas Frederick Unger
B.A., Yale University; M.A., University
of California, Berkeley; M.A., Boston
University; Chair of the Department of
Classical Languages
— Appointed 2004
Gaye L. Vorkink
B.A., University of Denver; Instructor in
Modern Languages
Peter Vorkink II
B.A., Yale University; M.Div., Union
Theological Seminary; M.A., Ph.D.
Harvard University; Chair of the
Department of Religion
— Appointed 1972
Erik C. Wade
B.A., University of South Florida; M.A.,
Ph.D., Purdue University; Instructor in
History
— Appointed 2011
17
Fac u lt y
Jeffrey Paul Ward
B.S., Southeastern Massachusetts
University; M.S., Ph.D., Georgetown
— Appointed 2004
Tatiana D. Waterman
B.Sc., University of Thessaloniki,
Greece; M.Sc., Brown University; Alfred
Hayes ’25 and Jean M. Hayes Chair in
Science and Instructor in Science
— Appointed 2004
Russell Dwight Weatherspoon
B.A., Brooklyn College, City University
of New York; Ed.M., Harvard
University; Instructor in Religion
— Appointed 1987
D. Cary Wendell
B.A., Haverford College; M.F.A., Ohio
University; Designer and Technical
Director of Fisher Theater and
Instructor in Theatre and Dance
— Appointed 1998
Timothy Whittemore
B.A., Carleton College; M.A., Ph.D.
(ABD), University of Michigan;
— Appointed 2014
Ellen M. Wolff
B.A., Colgate University; M.A.,
University of North Carolina at Chapel
Hill; Ph.D., Brandeis University;
Thomas S. and Elinor B. Lamont
of English
— Appointed 1995
Joseph Raymond Wolfson
B.A., Johns Hopkins; M.S., University
of Chicago; George Albert Wentworth
Distinguished Professor of Mathematics
and Instructor in Mathematics
— Appointed 1987
Lee Dillenbeck Young
B.A., Hamilton College; Senior
Associate Director of Admissions
— Appointed 1986
Ting Yuan
B.A., Beijing Language and Culture
University, China; M.A., University
of Pittsburgh; Instructor in Modern
Languages
— Appointed 2006
Min (Jenny) Zhao
B.A. (Chinese), B.A. (English), M.A.,
Beijing Normal University, China; M.A.,
St. Cloud State University; Instructor in
Modern Languages
— Appointed 2012
INTERNS
Christine C. Bradley
B.S., University of Massachusetts,
Amherst; Health Education
Colleen C. Brockmyre
B.S., Elon University; Computer Science
Alex J. Gendal
B.F.A., Purchase College; Theater and
Dance
Brittany J. Hawkins
B.S., Gordon College; Physical
Education
Olivia M. Knauss
B.A., Rhodes College; Lamont Gallery
Danielle D. Lucero
B.A., Columbia University;
Multicultural Affairs
Jill B. Lyon
B.A., Dartmouth College; Admissions
Wendy E.D. Mellin
B.A., Mount Holyoke College; English
Timothy Mitropoulos
B.S., Tufts University; Physical
Education (second-year intern)
GEORGE BENNETT
FELLOW
Lionel Todd Hearon
B.A., Baylor University; M.A., Boston
College; Ph.D., Boston University;
Bennett Fellowship Coordinator and
— Appointed 2003
Peter Anderson
B.A., College of the Atlantic; M.A.,
University of Wyoming; M.Div.,
Earlham School of Religion; George
Bennett Fellow
JOHN AND
ELIZABETH PHILLIPS
DISSERTATION YEAR
FELLOWS
Regina S. Carter
B.A., University of South Carolina;
Ed.M., Harvard University; M.S.,
University of Illinois; John and
Elizabeth Phillips Dissertation Year
Fellow
Peter G. Frank
B.A., Westminster College; John and
Elizabeth Phillips Dissertation Year
Fellow
Fac u lt y
ADJUNCT
INSTRUCTORS IN
MUSIC
Randy Armstrong
B.A., Columbia Pacific University;
Instructor in Sitar, Tabla and
Djembe, and Director of West African
Drumming Ensemble
Carl R. Benevides
B.M., University of Massachusetts;
M.Ed., Plymouth State University,
Director of Stage Band
Heidi M. Braun-Hill
B.Mus., M.Mus., Boston University;
Instructor in Violin
Mark W. Carlsen
Instructor in Bass and Director of Jazz
Combo
Mark Andrew Cleveland
B.M., Westminster Choir College; Artist
Diploma, Boston University; M.A.,
Philadelphia College of the Performing
Arts; Instructor in Voice
Lodowick F. Crofoot
B.A., Harvard University; M.S. Piano,
Juilliard School of Music; Instructor in
Piano
Alyssa Daly
B.M., University of Cincinnati; M.Mus.,
New England Conservatory of Music;
Instructor in French Horn
Regina Delaney
B.S.E.T., New Jersey Institute of
Technology; Instructor in Irish Harp
Erica K. Driscoll
B.M., The Boston Conservatory; M.M.,
Carnegie Mellon University; Instructor
in Harp
Barbara Flocco
B.S. West Chester University; M.Ed.,
University of New Hampshire;
Instructor in Organ
Eva C. Gruesser
B.M., Hochschule für Musik Freiburg,
Germany; Soloist Diploma, Hannover
Hochschule für Musik, Germany; Post
Graduate Diploma, Julliard School;
Svetlana Gurina
B.A., Vitebsk Music College, Russia;
M.A., Conservatory of Music, Russia;
Jodi Hagen
B.M., M.M., Boston University;
Les Harris Jr.
Paul MacDowell
B.Mus., West Virginia University;
M.Mus., Boston University; Instructor
in Violin
Melissa Allegra Mielens
B.Mus., M.Mus., New England
Conservatory of Music; Instructor in
Flute
Barbara Jean O’Brien
B.Mus., University of Massachusetts;
M.Mus., University of North Carolina;
Instructor in Piano
Petra Pacaric
B.Mus.Ed., Berklee College of Music;
Instructor in Drums
M.M., Boston Conservatory; M.A.,
Innsbruck Conservatory, Austria;
Instructor in Voice
Eric Hewitt
Beverly Perriccio
Vanessa H. Holroyd
Dimitar Petkov
B.M., M.M., New England Conservatory
of Music; Director of Symphonia
Orchestra
B.A., Yale University; M.M., McGill
University, Canada; Artist Diploma,
Longy School of Music; Concert Series
Manager and Instructor in Flute and
Piccolo
Charles Jennison
B.S. Mus.Ed., University of New
Hampshire; M.A., Lesley College;
Instructor in Saxophone and Jazz Piano
Chi-Ju Juliet Lai
B.M., Rice University; M.M., Yale
University; D.M.A., Boston University;
Instructor in Clarinet
Jung Mi Lee
B.Mus., California State University,
Northridge; M.Mus., Grad. Diploma
in Piano Performance, New England
Conservatory of Music; Instructor in
Piano
Robert Loechler
B.A., Ohio State University; Instructor
in Harmonica, Mandolin and Ukulele
B.Mus. Ed., University of Texas;
Instructor in Trumpet and Euphonium
Artist Diploma, Longy School of Music;
Instructor in Viola
Radmila A. Repczynski
B.Mus., University of New Mexico;
M.Mus., New England Conservatory of
Music; Instructor in Piano
Michael Rosenbloom
Indiana University; Instructor in Violin
Jonathan Sakata
B.Mus., California State University,
Northridge; Double M.Mus., D.M.A.,
New England Conservatory of Music;
Instructor in Piano, Harpsichord and
Composition
Mark Schroeder
B.M., Eastman School of Music; M.M.,
Cleveland Institute of Music; Instructor
in Cello
Eric Sinclair
B.S. Mus.Ed., University of New
Hampshire; Instructor in Music and
Instructor in Guitar
19
Fac u lt y
Silvana Sokolov-Grubb
B.M., University of Belgrade, Serbia;
M.M., Eastman School of Music;
Instructor in Piano
Robert Steven Squires
B.Mus., University of Massachusetts;
Instructor in Guitar
Michael Strauss
B.S., B.S., Ph.D., Massachusetts
Institute of Technology; Instructor in
Trombone
Jean S. Strazdes
B.Mus., Hartt School of Music; M.Mus.,
Cleveland Institute of Music; Instructor
in Voice and Director of Women’s
Chorus
John Tanzer
B.Mus., New England Conservatory
of Music, Director of the Percussion
Ensemble
Eleanor Taylor
B.Mus., Eastman School of Music;
M.Mus., Indiana University; Instructor
in Bassoon
Brian J. Thacker
B.M., Boston Conservatory; M.M., Yale
School of Music; Instructor in Bass
Ryan Thomson
B.S., San Diego State University;
Instructor in Banjo, Mandolin and
Fiddle
Christine C. Vallone
B.S. Mus.Ed., Notre Dame College;
Instructor in Piano
Mary J. Watt
B.M., M.M., Julliard School of Music;
Instructor in Oboe
Lezlie Webster
Certificate, College of Piping, Scotland;
Instructor in Bagpipes
LIBRARIANS
Melinda P. Dolan
B.A., Boston University; M.A.,
University of Massachusetts, Amherst;
M.S., Simmons College; Systems
Coordinator and Reference Librarian
Andrew R. Gatto
B.A., New School for Social Research;
M.L.S., University at Buffalo, State
University of New York; Music and
Reference Librarian
Peter A. Nelson
B.A., Hamilton College; M.A., Cornell
University; M.L.S., University at Albany,
State University of New York; Head of
Archives and Special Collections
Virginia Elizabeth Rohloff
B.A., St. Lawrence University; M.L.I.S.,
Simmons College; M.Ed., Eastern
Nazarene College; Reference and
Outreach Librarian
Christopher J. Roy
B.A., Rivier College; M.S., Clarion
University; Acquisitions and Reference
Librarian
Gail Scanlon
A.B., Mount Holyoke College; M.L.S.,
University at Albany, State University
of New York; James H. Ottaway Jr. ’55
Chair for the Academy Library and
Academy Librarian
— Appointed 2011
Kathryn Lennon Walker
B.A., Beloit College; M.A., M.L.S.,
Simmons College; Reference Librarian
21
Academic
Instruction
Phillips Exeter Academy prepares students for
a lifetime of learning. Our four-year college
preparatory program accepts students for
admission in each of the four high school
classes, known respectively as junior (or “prep”),
lower, upper and senior. Exeter also admits a
select number of high school graduates seeking
an unmatched experience in one year of
postgraduate study.
Exeter’s curriculum and diploma requirements
seek to balance breadth of exposure and in-depth
pursuit of a student’s strongest interests. All
students who attend the school for more than one
year will experience coursework in seven different
academic areas.
THE HARKNESS TABLE
On April 9, 1930, philanthropist Edward Harkness wrote
to Exeter’s Principal Lewis Perry regarding a substantial
monetary gift he had made to the Academy and how
he hoped it might be used: “What I have in mind is [a
classroom] where [students] could sit around a table with
a teacher who would talk with them and instruct them by a
sort of tutorial or conference method, where [each student]
would feel encouraged to speak up. . . . This would be a real
revolution in methods.”
Since the arrival of “Harkness tables” on campus, the
principal mode of instruction at Exeter has been discussion
around an oval table. Though teaching and learning look
different in different disciplines, all Exeter teachers and
students are committed to an ideal of active, participatory,
student-centered learning.
A place at the Harkness table requires students to exercise
a high degree of self-discipline and to engage eagerly and
energetically with both peers and instructors. Exeter is a
school for students who take pleasure in this distinctive
mode of teaching and learning — one in which each student
is in some measure a teacher of the others seated around
the table.
1,086 students
215 faculty
400+ courses
23
Design your
Course of Study
After indicating their choice of courses, newly
accepted students customize their individual
educational program with the Dean of Students
Office. Each April, all juniors (also known as
“preps”), lowers and uppers meet with their
advisers to plan their programs of study for the
following year. Whatever their class, students
take courses as warranted by placement
examination results and/or previous training.
Newly admitted students may write placement
examinations at home. If it seems advisable, a
student may be dropped back, or promoted to a
more advanced course, during the term.
GENERAL GUIDELINES FOR
DESIGNING YOUR COURSE
OF STUDY
All students must take five academic courses and a Physical
Education course each term, totaling six credits per term
and 18 credits per year. Exceptions are limited to the
following:
■■
■■
Preps and new lowers may reduce the academic
load with the “Health Option.” A student may do
this in one term during the first year. The student
would continue to be enrolled in Health and Human
Development and four full-credit academic courses.
(See the Health and Human Development section on
page 48 for more details.)
Students enrolled in music lessons or ensembles may
reduce their academic load using the “Music Option.” A
student may do this in the final term of accumulating a
full credit from consecutive courses. The student would
still be enrolled in four full-credit academic courses and
the music lesson or ensemble. (See the Music section
on page 72 for more details.) Students may not use the
Health Option and the Music Option concurrently.
The Academy makes every effort to meet
students’ and parents’ requests for programs
of study, but it reserves the right to place
students in courses according to the judgment
of the Dean of Students Office, in consultation
with the Academic Advising Committee or
department chairs.
The number of students in any course may
be limited; any announced course for which
the enrollment is deemed insufficient may be
withdrawn.
■■
Students may decide to drop Physical Education for
one term in each of the upper and senior years by
registering for the “Sports Option” before the end of
the preceding term.
■■
No student may take academic courses (excluding
Physical Education) totaling more than five credits in a
given term. Exceptions are limited to the following:
››
››
Students required to take Health and Human
Development (e.g., preps and new lowers) will earn
one-third of a credit each term for the required
Health and Human Development course, in addition
to the other five required academic courses.
Students enrolled in music lessons or ensembles are
eligible to earn an additional two-thirds credit for
those courses.
GUIDELINES FOR COURSE DESIGN,
BY CLASS
JUNIOR/PREP (9th grade): To be admitted as a four-year
student, a candidate must have successfully completed
the eighth grade in another school. Juniors ordinarily take
English 100, 210 and 220, mathematics, and a foreign
language (classical or modern). All juniors are required
to take a partial-credit course in Health and Human
Development all year. They choose their other courses from
those listed in this catalog.
LOWER (10th grade): To be admitted as a three-year
student, a candidate must have successfully completed the
ninth grade in another school. Lowers take English 310,
320 and 330, and, ordinarily, mathematics and a foreign
language (classical or modern). They choose their other
courses from those listed in this catalog.
UPPER (11th grade): To be admitted as a two-year student,
a candidate must have successfully completed the 10th
grade in another school. Uppers take English 410, 420 and
430. They choose their other courses from those listed in
this catalog.
SENIOR (12th grade): To be admitted as a one-year student,
a candidate must have successfully completed the 11th
or 12th grade in another school. Seniors take two term
credits of English at the 500 level. One-year seniors design
academic programs with their advisers in consultation with
the offices of the Dean of Students and College Counseling.
The programs will reflect consideration of the subjects
studied at previous secondary schools, college admission
requirements, and the desirable breadth and depth of study
called for in Exeter’s four-year program. To rank as a senior,
a student must be following a program of study that will
permit completion of the diploma requirements in three
terms.
25
Diploma
Requirements
DIPLOMA REQUIREMENTS FOR
FOUR-YEAR STUDENTS
THREE-YEAR STUDENTS
ARTS: Three term credits. Two terms must be in studio
and/or performance courses. At least two areas must be
studied from among art, music or theater.
ARTS: Two term credits from among art, music or theater.
One term must be in a studio or performance course.
CLASSICAL AND MODERN LANGUAGES: Nine term
credits in the same language, or pass Language 400 or
higher. In Latin, students must earn nine term credits or pass
either LAT400 or LAT531.
COMPUTER SCIENCE: One term credit.
ENGLISH: Eleven term credits. Students must complete
the sequence 100, 210, 220, 310, 320, 330, 410, 420,
430, in addition to two term credits at the 500 level in the
senior year.
HEALTH AND HUMAN DEVELOPMENT: One and
1/3 term credits, earned through the completion of HHD
110/120/130 throughout the ninth-grade year and HHDSTR
in the senior year. (See special note under Health and
Human Development Department courses.)
HISTORY: Six term credits. Three term credits of U.S.
history, three term credits of non-U.S. history, at least one
of which comes from the following list: 200, 202, 205, 206,
207, 208, 305, 306, 307, 308, 502, 556, 558, 560, 563, 565,
566, 567, 577, 586 and 587.
MATHEMATICS: Nine term credits, or pass a mathematics
course numbered 330 or higher.
PHYSICAL EDUCATION: Ten terms, including three terms
of the Junior Physical Education program. One term on a
varsity or junior varsity team is equivalent to one term of
Junior Physical Education. Students may elect to take either
two or three terms of physical education or athletics in each
of the upper and senior years.
CLASSICAL AND MODERN LANGUAGES: Seven term
higher. In Latin, students must earn seven term credits or pass
ENGLISH: Eight term credits. Students must complete the
sequence 310, 320, 330, 410, 420, 430, in addition to two
term credits at the 500 level in the senior year.
HEALTH AND HUMAN DEVELOPMENT: One and 1/3
term credits, earned through the completion of HHD
210/220/230 throughout the lower year and HHDSTR in
the senior year. (See special note under Health and Human
Development Department courses.)
HISTORY: Five term credits. Three term credits of U.S.
history and two term credits of non-U.S. history, at least one
of which comes from the following list: 200, 202, 205, 206,
207, 208, 305, 306, 307, 308, 502, 556, 558, 560, 563, 565,
566, 567, 577, 586 and 587.
If an approved U.S. history course has been taken in grade
10 at another school, then five term credits of history,
including at least two term credits of non-U.S. history, and at
least one of which comes from the following list: 200, 202,
205, 206, 207, 208, 305, 306, 307, 308, 502, 556, 558, 560,
563, 565, 566, 567, 577, 586 and 587.
MATHEMATICS: Seven term credits, or pass a mathematics
PHYSICAL EDUCATION: Seven terms. Students may elect
to take either two or three terms of physical education or
athletics in each of the upper and senior years.
RELIGION: Two term credits.
RELIGION: One term credit.
SCIENCE: Six term credits. Three term credits of biology
and three term credits of either chemistry or physics.
SCIENCE: Five term credits.
For students who have not satisfactorily completed a fullyear laboratory course in biology, chemistry or physics at a
previous secondary school: three term credits of biology and
two credits of either physics or chemistry, OR three term
credits of either physics or chemistry and two term credits
of biology.
For students who have satisfactorily completed a full-year
laboratory course in either physics or chemistry at a previous
secondary school: three term credits of biology and two term
credits of physics, chemistry or Earth and planetary science.
laboratory course in biology at a previous secondary school:
three term credits of either chemistry or physics and two
additional term credits of science.
laboratory course in biology and a full-year laboratory
course in either physics or chemistry at a previous secondary
school: five term credits of science.
TWO-YEAR STUDENTS
ARTS: Two term credits from art, music or theater. One
term must be in a studio or performance course.
CLASSICAL AND MODERN LANGUAGES: Four term
higher. In Latin, students must earn four term credits or pass
ONE-YEAR STUDENTS
One-year seniors design individual academic programs
with advisers in consultation with the offices of the Dean
of Students and College Counseling, and with department
chairs. The programs will reflect consideration of the
subjects studied at previous secondary schools, college
admission requirements, and the desirable breadth and
depth of study called for in Exeter’s four-year program.
ENGLISH: Two term credits at the 500 level.
HEALTH AND HUMAN DEVELOPMENT: One third term
credit earned through the completion of HHDSTR in the
senior year.
HISTORY: Students who enter the Academy without credit
for one year of U.S. history taken in grades 10, 11 or 12 are
required by law to take it at Exeter.
PHYSICAL EDUCATION: Students may elect to take either
two or three terms of physical education or athletics.
ENGLISH: Five term credits. Students must complete the
sequence 410, 420, 430, in addition to two term credits at
the 500 level in the senior year.
HEALTH AND HUMAN DEVELOPMENT: One third term
credit earned through the completion of HHDSTR in the
senior year.
HISTORY: Three term credits of U.S. history. If U.S. history
has been studied in grades 10 or 11 at another school, then
three term credits of history, two of which are non-U.S.
history, must be taken at Exeter.
MATHEMATICS: Four term credits, or pass a mathematics
PHYSICAL EDUCATION: Four terms. Students may elect
to take either two or three terms of physical education or
athletics in each of the upper and senior years.
RELIGION: One term credit.
SCIENCE: Three term credits. Students who have not
satisfactorily completed a full-year laboratory course in both
biology and in either physics or chemistry must elect the
science (biology or physics/chemistry) that they have not
studied at a previous secondary school.
27
Meeting Diploma
Requirements
A student earns a term credit for any course passed. Partial
term credits are awarded in Music and Health and Human
Development.
Diploma candidates must accumulate term credits
according to the following table. Credits are awarded only
for courses passed at Exeter.
A student earns a diploma credit if the student has
successfully completed a course that fulfills a diploma
requirement.
Entering Grade
(September)
CREDITS
REQUIRED
PE CREDITS
REQUIRED
TOTAL
9
54
10
64
10
41
7
48
11
27
4
31
12
13
2
15
In addition to Physical Education and Health and Human
Development requirements, all students must take at
least 15 courses per year. With the exception of Physical
Education, the total number of credits being earned by a
student in a given term must not exceed five and two-thirds,
except as noted on page 24. Any other exception to these
regulations must be approved by the faculty.
Each term course passed earns one credit, except for Health
and Human Development, which carries one-third credit
for each term, and those courses in applied music that carry
one-third or two-thirds credit for each term. Students must
take the same partial-credit applied music courses for three
or two consecutive terms, respectively, to count the credits
earned toward their diploma requirement in the Arts.
Students may repeat a failed course only once. A student
receiving a failing grade (an E) has the option of repeating
the course if it is available in any subsequent term. Upon
successful completion, the repeated course earns term
credit and diploma credit where applicable. Both grades are
recorded on the academic transcript and are included in the
student’s GPA.
Students who fail a term of study in a sequential discipline
will not receive term credit, nor diploma credit, for that
course, except under the following condition:
››
If a student fails a course in a sequential discipline
and that same course is not offered in the following
term, then the department, after consulting with
the Dean of Academic Affairs, may allow the
student to take the next course in the sequence. The
individual department, after consulting with the
Dean of Academic Affairs, may grant diploma credit
for the failed course upon the student’s successful
completion of the next course in that sequence;
however, this credit would not count toward the
minimum number of required credits listed in the
table above.
A student receiving any D grade has the option of repeating
the course once, if it is available in any subsequent term.
The repeated course counts toward the five-course term
requirement but does not earn an additional term credit.
Both grades are recorded on the academic transcript and are
included in the student’s GPA.
To receive a diploma:
››
››
››
Students must pass all courses (including Senior
Projects) taken in the final term of their senior year.
Attendance on the campus at Exeter for at least three
terms during the upper and senior years is required.
Students whose native language is not English will be placed
at the proper level in English by the English Department.
In order to meet diploma requirements, students must
continue taking English courses in sequence until
graduation. Students who enter the Academy without credit
for one year of U.S. history taken in grades 10, 11 or 12 are
required by law to take it at Exeter.
GRADING
Excepting the fall of ninth grade, academic work is graded
on an 11-point scale in which A=11, A-=10, etc., to E=0. The
minimum passing grade is D-. A squared grade (e.g., C2)
indicates unsatisfactory effort. For the fall term of ninth
grade, all courses will be recorded as either pass (P) or no
pass (NP).
A NOTE ABOUT COURSE
DESCRIPTIONS
Unless otherwise indicated in the description, a course:
››
Has no prerequisite,
››
Is open to members of all classes,
››
Is offered each term,
››
Does not meet during the reserve format.
A student must be free from any disciplinary action,
official or pending.
The classical diploma is awarded to students who
successfully complete Greek 431 and either Latin 611 or
Latin 530.
29
SO
MANY
CHOICES
Course Selection
Anthropology
Anthropology combines the approaches of both the
biological and social sciences. Its focus is on human
beings as members of the animal kingdom as well as
members of a society. Anthropologists do not limit
themselves to any particular group of people or to any
one period of history. Anthropologists place emphasis
on comparative studies and attempt to isolate and define laws or principles that govern the formation and
development of human societies and cultures.
ANT500: CULTURAL ANTHROPOLOGY: EXPLORING
HUMAN BEHAVIOR AND MEANING
Anthropologists study humans as both biological and
cultural creatures. This scholarly orientation raises many
fascinating questions. To what degree does culture shape
our actions and ideas? Are we primarily products of
biological nature or cultural nurture? Can cultural norms
make rational people act irrationally? Are there universal
human rights or do cultures dictate what we think is ethical?
These debates are critical for understanding human
interaction and have significant application in fields ranging
from law to medicine. Although discussions of these topics
many times turn toward scientific explanations, this course
provides students an opportunity to explore other scholarly
orientations; namely, the nurture side of the debate. Using
various anthropological approaches, students will explore
patterns of behavior, both consciously articulated and
unconsciously practiced, that enriches and profoundly
shapes our lives. Among the topics considered are: “the
mind” and epistemology; discipline, law, and rules; human
bodies and communication; social taboos; ritual patterns
of meaning; notions of cleanliness and defilement;
festivals; and mythology. These elements of cultural life
will be explored in social settings spanning the globe, but
also within our own community at Phillips Exeter Academy.
To gain a greater appreciation of these topics, students will
be exposed to classic readings in anthropology, developing a
sense of the field as it emerged out of the late 19th-century.
Much of the course attempts to contextualize 20th-century
anthropological methods against the foil of postmodern
critiques. Offered to lowers, uppers and seniors. Offered:
winter term.
33
Art
The Art Department at Exeter provides exciting,
professional and rigorous studio experiences that
explore a variety of art mediums in state-of-the-art
studios in the Frederick R. Mayer Art Center. Studio
courses emphasize a strong blend of technical
skills and creative analysis that fosters teamwork,
stylistic growth and visual communication. Cuttingedge technology and innovation are connected
to traditional studio processes and techniques in
sophisticated, contemporary practices. The Exeter Art
Faculty is composed of practicing artists, each with
a specialty in a particular discipline. This paradigm
cultivates a creative environment where students
make personal discoveries that are pivotal in their
intellectual development. Student artwork is exhibited
in various venues on campus, including the Phelps
Academy Center, the Admissions Office, the Lamont
Health & Wellness Center, the Dean of Faculty Office
and the Office of the Principal. Each spring, the Senior
Art Show celebrates the work of graduating Exonians in
the Lamont Gallery.
The Michael Clark Rockefeller ’56 Memorial Visiting
Artists Fund provides opportunities for Exeter art
students to interact with significant contemporary
artists and create unique works in a master class
environment. Visiting artists offer engaging slide talks
in the Jan P. Mayer Auditorium. The Special Projects
Studio provides a workspace for visiting artists to
create work and interact with art students, adjacent to
the teaching studios.
■
Studio Courses
All studio courses provide credit toward the studio arts
requirement. Students are required to take the appropriate
prerequisites for 400- and 500-level studio classes.
The 400- and 500-level courses are not offered every term.
This information is listed at the bottom of each course
description. Art 500 is available only to those students
who have completed a 400-level art course. Art 500 can
be repeated. Since the Art Department cannot offer every
course every term, students are encouraged to plan ahead in
order to ensure enrollment in a particular studio course.
Note: A student who has advanced-level abilities in a particular
discipline can submit a portfolio to the Chair of the Art
Department to be considered for possible advanced placement.
The Art Department will review the student’s work to decide if it
is pertinent to bypass a specific prerequisite.
ART202: CERAMICS I: FORM + FUNCTION
The clay studio introduces students to methods used to
create unique sculpture and tableware. Developing their
creative concepts, students will throw on the potter’s wheel,
hand build forms, and create a series of pieces over the
course of the term, which may include objects such as plates,
cups, bowls, teapots and sculpture. Drawing inspiration
from contemporary ceramic artists, the class will explore a
variety of techniques for surface design, glazing and firing.
Innovative approaches, including screen-printed imagery on
clay, will offer further opportunity for experimentation. All
tableware is glazed with materials safe for food, microwave and
the dishwasher. In lieu of textbooks, there is a materials
fee of $95.
ART203: 3-D DESIGN: TECH + FORM + FASHION
This course offers innovative studio projects in 3-D design,
architecture, contemporary sculpture, and apparel.
The relationship between form and function and the
visualization of concepts are fundamental for each studio
project. Students learn architectural rendering and building
techniques to construct functional artworks using mat
board, cardboard, wire, adhesives, found objects, plastic,
wood, vinyl and foam board. The 3-D Printing Studio offers
students the opportunity to design and print objects using
this new technology and cutting-edge art tool with colored
filament and design software. Reuse and sustainability are
infused throughout the term. Projects include sneaker/shoe
models, proposal sketches, font design, dwelling models, team
projects, and executing and modeling final works both in and
out of the studio. During the term, students collaboratively
design and install a unique site-specific project on campus
that investigates spaces and places. The term concludes with
an apparel runway exhibit and the creation of a ‘look book’ to
showcase wearable works of art. A rich variety of materials and
creative, challenging projects offer the opportunity to create
a smart, vibrant design portfolio of 3-D structures. In lieu of
textbooks, there is a materials fee of $155.
A rt
ART205: PHOTOGRAPHY I: THE CREATIVE
EXPERIENCE
This introduction to photography stresses the photographic
image as a significant visual statement. Through the work done
on various assignments, students learn how to make effective
compositions that are expressive and meaningful. Along with
the photographic assignments, we will learn about the basic
elements of art, such as color theory, shape, form and texture.
Students will maintain a blog where they share new ideas and
concepts. Students are expected to supply their own digital
camera. All other materials are supplied via the studio fee. In lieu
of textbooks, there is a materials fee of $180.
ART206: PRINTMAKING I: POP ART + CULTURE
The printmaking course is a comprehensive studio
experience that emphasizes experimentation and creativity
while providing a strong technical basis. Students explore
a variety of print processes, including screen printing,
block carving, and monotype and letterpress printing.
Using surfaces such as linoleum, woodblocks and silk
screens, combined with a wide variety of carving tools and
inks, students will create a substantial print portfolio that
explores such concepts as image reversal, multiplicity,
color theory, commercial applications and graphic design.
Inspiration for projects includes fonts, portraits, still-life
objects, photographs, media references and works by artists
of the past and present. Inventive approaches, including
T-shirt printing, pop art multiples and photo transfer will
also be explored. Film clips and special events on campus
will enrich studio work. In lieu of textbooks, there is a
materials fee of $155.
ART208: STUDIO PROJECTS IN DRAWING + PAINTING
In and out of the studio, students explore the symbiotic
relationship between drawing and painting and the art
fundamentals common to both, including design, form,
space, perspective, composition and color. Students explore
a variety of mark-making techniques using graphite and
paint to record ideas and visual perceptions. Projects
are created using both paper and canvas surfaces, and a
vibrant and versatile range of materials including graphite,
charcoal, pastels, water-mixable oil paints and ink. The
fluid relationship of drawing into painting is at the core
of the course content, and the understanding of art as a
communication tool and unique language is continuously
explored and demonstrated in projects focusing on topics
such as portraits, landscapes, the Exeter campus, studio
objects, film stills, design and related sketchbook work.
Students learn a variety of contemporary drawing techniques
on different surfaces, construct their own canvas surfaces
and synthesize important concepts that connect drawing to
painting. Studio projects place a strong emphasis on process,
such as the usefulness of sketches, compositional studies
and underpaintings. Dynamic sketchbook assignments will
enhance the process of ongoing studio projects. The viewing
of relevant works of art provides drawing students with
the opportunity to make stylistic connections to significant
artists and enrich their own works. Students serve as peer
critics, practice collaboration and provide useful critical
analysis. The course provides students with the opportunity
to be fluent in both studio mediums, demonstrated in a
substantial and vibrant portfolio. In lieu of textbooks,
there is a materials fee of $155.
ART402: ADVANCED CERAMICS: MOLDING
MEANING
This advanced course offers a combination of assigned
and self-directed projects with a further investigation of
working with clay. Building off of skills gained in Ceramics
I, students develop a more sophisticated approach to
methods and techniques that are used to create forms with
clay. Projects include throwing, hand building, modeling,
industrial slip casting and mold making which will foster
individual style and creativity. Students will focus on
process and exploration of a broad range of contemporary
clay works, functional, industrial and sculptural. Examples
of contemporary artists’ pottery and sculpture are used as
inspiration for studio assignments. Prerequisite: Art 202.
Offered: winter and spring terms. In lieu of textbooks, there
is a materials fee of $95.
ART403: ADVANCED PROJECTS IN 3-D DESIGN
This course offers the opportunity to investigate 3-D studio
projects in apparel design, 3-D printing, product prototypes,
sculptural models, and blends of these technologies and
processes. Students pursue a self-directed intensive that
explores a specific theme or topic, thoughtfully informed by
in-depth critiques, professional explorations and functional
design forms, and culminating in final presentations at the
end of the term. A strong emphasis is placed on process
and personal vision, and students serve as peer critics
throughout the term. The relationship between form and
function and the visualization of concepts are fundamental.
Process sketches, preliminary models and patterns,
notebooks, aesthetic emphasis, creativity, and independent
goal setting are vital to the strength of the final products.
Students learn entrepreneurial skills and teamwork in an
energetic, rigorous studio atmosphere. Prerequisite: Art 203.
Offered: winter and spring terms. In lieu of textbooks, there
35
A rt
ART405: ADVANCED PHOTOGRAPHY:
EXPRESSIONS IN DIGITAL MEDIA
This advanced photography course facilitates the discovery
and exploration of a personal photographic style. Students
work to evolve a unique way of seeing that results in
innovative, contemporary and professional images. The
projects include cyanotypes, a short personal film, largeformat prints and the development of a class blog. Students
are expected to supply their own digital camera. All other
materials are supplied via the studio fee. Prerequisite: Art
205. Offered: winter and spring terms. In lieu of textbooks,
there is a materials fee of $180.
ART406: ADVANCED PRINTMAKING: LIMITED
EDITIONS
Building on skills and concepts acquired in ART206, this
advanced printmaking course provides the opportunity to
pursue individual studio projects using a range of media,
inks and printing surfaces. Students develop a series of
prints that revolve around a chosen concept using one or
more printing processes that demonstrate a level of mastery.
Class critiques will enhance the production of a portfolio of
prints with a strong emphasis on experimentation, technical
skill, conceptual strength, and aesthetic style. Each term, the
class works as a design team to create a limited-edition print
item for a campus-wide event, pop-up shop, or community
project. Prerequisite: Art 206. Offered: winter and spring terms.
In lieu of textbooks, there is a materials fee of $155.
ART408: ADVANCED PROJECTS IN
DRAWING + PAINTING
This 2-D studio intensive provides the exciting opportunity
to pursue more-individualized works on paper, canvas and
other surface options. The course encourages an
experimental approach to line, color and tone, as well as
form and content. Students will exercise their skills through
direct observation of still life, portraiture and still images,
but also experiment with drawing as a means to express
personal and abstract ideas. Students are encouraged to
work in new and challenging ways, such as large-scale
works on paper and a series of connected images that are
narrative and expressive, resulting in the evolution of a
personal artistic style and portfolio. Experimentation with
nontraditional mediums and mark making is infused in
all studio projects. The sketchbook will play a large role in
documenting ideas and recording responses to relevant
topics. Each term, students will explore the link between
portraiture and photography, learning to take professional
studio portraits in the Photo Studio as reference imagery for
a painted or drawn portrait. Prerequisite: Art 208. Offered:
winter and spring terms. In lieu of textbooks, there is a
materials fee of $155.
ART409: ART NOW: GLOBAL VISUAL CULTURE
This class studies contemporary approaches to art making
with a special focus on global imagery. The 20th century
witnessed an unprecedented explosion of artistic
movements, approaches and styles that continue to
influence 21st-century art making. The class will examine
various art genres, including cubism, surrealism, abstract
expressionism, pop art, photo realism, conceptual art
and post-conceptual art. Discussions of artists such as
Pablo Picasso, Maya Lin, Jackson Pollock, Kara Walker,
Cindy Sherman, Ai Weiwei and Jeff Koons will be an
integral premise for the class. The investigation of creative
connections between artists and movements is a recurring
topic, as are the art market, galleries and museums. The
class will learn about various art-making processes; for
instance, a contemporary artist might use nontraditional
tools and materials such as a 3-D printer and discarded
items found on the street. Class materials exploration and
a trip to the Institute of Contemporary Art in Boston will
enhance learning and heighten creative understanding of
the movements. Offered: winter term. Note: Art 409 does not
satisfy the studio arts requirement.
ART500: ADVANCED STUDIO
PROJECTS: PORTFOLIO + PROCESS
This course provides experienced students a rich
opportunity to pursue the successful completion of a
professional portfolio of artwork featured in an end-of-term
thesis exhibition in the Mayer Art Center, team-curated
by the class with a contemporary flavor. The meaningful
study of 21st-century visual culture is infused in the course
through visiting artists and the investigation of artists
relevant to ongoing studio work in all mediums. Students
focus on photography, printmaking, painting, drawing,
ceramics and 3-D design. This multimedia studio course
requires strong self-direction, a unique studio investment
and creative motivation. Students focus on a particular art
medium and create multiple works that explore a concept
or idea. Under the guidance of the instructor, students will
set qualitative and quantitative goals for the term in their
chosen studio concentration. Weekly process critiques are
an integral part of the course and support ongoing artistic
growth. In addition, the instructor meets individually with
students for more-specific feedback and to mentor the
process. Useful feedback is given to students from other
Art Department faculty who specialize in their chosen
studio discipline to help them develop ideas and offer
suggestions. Students may also receive guidance in
the development of an art portfolio suitable for college
admission criteria. Prerequisite: Any 400-level studio course.
Offered: fall and spring terms. In lieu of textbooks, there
Classical Languages
The primary goal of the Department of Classical
Languages is to develop in our students the ability to
read and appreciate significant works of Greek and
Roman authors in the original language. Through the
study of the classical languages, students learn some
of the arts of precision, self-discipline and building
conceptual models. At the same time, students gain an
improved understanding of English as a language, as
well as how language and its structures develop and
work. In advanced courses, literary criticism forms an
important part of class discussions. The reading and
study of the works of such figures as Cicero, Vergil,
Homer and Plato also provide a grounding in the
foundations of Western literature and thought, which
in turn establishes a sound basis for understanding,
appreciating and comparing the cultural and intellectual
achievements of other human cultures diverse in nature
and in time. Students have the opportunity to study
such subjects as etymology and classical mythology,
literature and archaeology through the Special Topics
courses (CLA290 and CLA490).
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Classical Diploma
The Classical Diploma is awarded to students who
successfully complete Greek 431 and Latin 611 or Latin 530.
Students must take the last course in the sequence of courses
in each language at the Academy in its program offered in
Exeter, NH. The standard expectation is that students take
13 terms of Greek and Latin as counted by Academy courses,
but a student who enters the school in grade 10 or later may,
if placement precludes reaching Latin 611 or Latin 530, earn
a Classical Diploma by successfully completing Greek 431
and Latin 531. Seniors who wish to earn the Classical Diploma
but also to participate in the Washington Intern Program
or another off-campus, spring-term program, may do so by
successfully completing Latin 621 and Greek 421; students
who wish to participate in off-campus programs in the fall or
winter of their senior year should plan to take Greek as uppers.
Note: Comparable combinations of Latin and Greek courses may,
at the discretion of the department, fulfill the requirements.
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Greek
The following courses are those in the normal sequence that
fulfill the language requirement. Greek is recommended
only for students who have a thorough preparation in the
grammatical structures of Latin or of an inflected language.
Students may gain admission to any course above the Greek
411/421/431 sequence by taking qualifying examinations for
each respective upper-level course.
GRK411/421/431: ELEMENTARY GREEK — INTENSIVE
This introductory sequence in the study of ancient Greek
moves at an accelerated pace to provide students with the basic
vocabulary, structure and grammar of the Greek language. In
the spring term, some reading is done from Herodotus, Plato
or Xenophon. Open to lowers, uppers, and seniors (juniors with
departmental permission). Meets during the reserve format.
GRK511/521/531: INTERMEDIATE GREEK —
INTENSIVE
In Greek 511, students read selections from Xenophon and
read the Crito of Plato in its entirety. In Greek 521, students
read Plato’s Apology. In Greek 531, students read Homer’s
Iliad, Book I, and selections from a number of the remaining
books. Prerequisite for Greek 511: Greek 431.
GRK611/621/631: ADVANCED GREEK — INTENSIVE
In this sequence, students read selections from drama,
prose and lyric or epic poetry, such as Euripides’ Medea,
Plato’s Republic or Aristophanes’ Lysistrata. Prerequisite for
Greek 611: Greek 531.
GRK711/721/731: ADVANCED READINGS —
INTENSIVE
In this sequence readings are determined by the interest of
the instructor and the students. Prerequisite for Greek 711:
Greek 631.
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Latin
The following courses are those in the normal sequence
that fulfill the language requirement. At times, based on
the ability and training of students, the department may
advance students to a higher-level course.
Students may gain admission to any course above the Latin
110/120/130 sequence by taking qualifying examinations
for each respective upper-level course.
LAT110/120/130: ELEMENTARY LATIN
This introduction to the study of Latin is for beginning students
and for those who have previously studied some Latin but do
not place into Latin 210 or TR1. The most common forms and
syntax are covered, except for the subjunctive mood. Meets
during the reserve format.
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c l ass i ca l l a n g uag e s
Course Sequences in Latin
LAT511/521/531: ADVANCED LATIN — INTENSIVE —
EPIC
In this sequence, students read Books I, II, and IV of Vergil’s
Aeneid, as well as selections from other books of the same
poem. Prerequisite for Latin 511: Latin 401.
After this graduation requirement level, various Latin and
Greek courses are available to students wishing to go further.
LATTR1/TR2: TRANSITION LATIN 1 AND 2
This transition sequence offers students who have studied
Latin previously, but who are unable to enter Latin 210,
the opportunity to learn more thoroughly the basic Latin
forms and syntax, including the subjunctive mood, that
are covered in Latin 130 and 210. Current approaches and
texts for teaching Latin vary widely, and this course offers
students the opportunity to adapt fully to the departmental
expectations before entering LAT230 or LAT401. At the end
of TR1, students enter either TR2 or LAT120. Placement at
each stage is determined by the department. Meets during
the reserve format. Offered: fall and winter terms.
LAT210/220/230: INTERMEDIATE LATIN
This sequence continues to introduce students to additional
forms and syntax, including the subjunctive mood. After
completion of this material, students will read selections
from Caesar’s Commentaries on the Gallic War. Prerequisite
for Latin 210: Latin 130. Meets during the reserve format.
LAT310/320/400: ADVANCED LATIN
Students in this sequence read two orations of Cicero and
selections from Ovid’s Metamorphoses. Students who wish
to fulfill the language requirement only should take this
sequence. Prerequisite for Latin 310: Latin 230.
LAT401: ADVANCED LATIN — INTENSIVE
Students in this course read Cicero’s First Oration Against
Catiline, possibly selections from another oration, and some
selections from Vergil. Students are admitted to this course
with permission of the department. Prerequisite for Latin 401:
Latin 220 or Latin TR2 with permission of the department.
Meets during the reserve format. Offered: spring term.
LAT510/520/530: ADVANCED LATIN — EPIC
This sequence is for those students who have taken the
Latin 310/320/400 sequence and who wish to go beyond
the language requirement. This sequence fulfills the Latin
requirement for the Classical Diploma. Books I, II and IV of
Vergil’s Aeneid will be read in the first, second and third terms,
respectively. Prerequisite for Latin 510: Latin 400.
LAT611/621/631: ADVANCED LATIN — INTENSIVE —
LYRIC
In this sequence, students read selections from the poems
of Catullus in the first term, selections from the poems of
Horace in the second term and selections from the poet
Ovid or another author in the third term. Prerequisite for
Latin 611: Latin 531, or Latin 530 with permission of the
department.
LAT711/721/731: ADVANCED READINGS IN LATIN —
INTENSIVE
Readings may include, depending on student and instructor
interest, Roman comic playwrights such as Plautus and
Terence; Roman historians such as Livy and Tacitus;
Latin elegists such as Ovid, Tibullus and Propertius; or
Roman philosophers such as Lucretius, Cicero and Seneca.
Prerequisite: Latin 631.
■
Classics Note: The following course does not give credit toward the
language requirement, nor the classical diploma requirement.
CLA290: SPECIAL TOPICS IN CLASSICAL STUDIES
This course, offered based on the interest of students and
instructors, introduces students to one of a number of
important fields of classical studies. All readings will be in
English. Open to juniors and lowers. Offered: spring term.
CLA490: SPECIAL TOPICS IN CLASSICAL CULTURE
This course, offered based on the interest of students and
instructors, introduces students to one of a number of
important fields of classical culture. Normally, students will
study one of the following topics: Greek and Roman literature,
mythology, roots of English words, or archaeology. Other
topics, such as ancient philosophy, or a combination of
topics, may be offered, depending on interest. No previous
knowledge of Latin or Greek is required or is expected. Open
to uppers and seniors (lowers with departmental permission).
Offered: winter term.
Computer Science
The core of Computer Science at Phillips Exeter
Academy focuses on three components: algorithms
and the style of thinking needed to properly formulate
them; the impact of algorithmic use on societal norms
and public policy; and software development and creation. As students advance through the curriculum,
the Computer Science Division invites them to reexamine their views on technology’s place in the modern
world, re-evaluate the limitations of computers, and
reorganize their own thinking to best combine the
creativity of humans with the efficiency and precision
of computers.
Students interested in computer science may start in
one of three locations:
CSC205: Algorithms and Public Policy focuses on
the interaction between algorithms, social policy and
those who create that policy.
CSC208: Algorithms and the Dynamic Web focuses
on using algorithms to design and create interactive
websites for the modern world.
CSC405/407: Algorithms and Software Creation
focuses on the combination of human creativity and
computer precision to create software applications
that can enhance the lives of people through entertainment, productivity and/or utility.
Students who wish to take the Computer Science AP
exam are encouraged to start with CSC405 and continue through CSC505 to CSC590.
CSC205: ALGORITHMS AND PUBLIC POLICY
This course introduces students to algorithms and
algorithmic thinking through the lens of social and public
policy. Students explore the impact of algorithms and
software on privacy, censorship and other sometimes
contentious matters in the modern world. Students will
learn programming as a tool for exploring these concepts.
Not open to students who have taken CSC208 (exceptions may
be made with departmental permission). Meets during the
reserve format. Co-requisite of MAT12T or higher.
CSC208: ALGORITHMS AND THE DYNAMIC WEB
algorithmic thinking through the lens of dynamic website
design and creation. This course will teach skills for static
and dynamic content creation as well as the algorithmic
thinking required to facilitate that creation. Students
explore the impact of algorithms and software on privacy,
censorship and other sometimes contentious matters in
the modern world. Tools used to create dynamic websites
may include, but are not limited to, HTML, CSS, JavaScript
and PHP. Not open to students who have taken CSC205 or
the previously named CSC305 (exceptions may be made with
departmental permission). Meets during the reserve format. Corequisite of MAT12T or higher.
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c o m p u t e r sc i e n c e
CSC308: DATA-DRIVEN AND INTERACTIVE
WEB DEVELOPMENT
This course is a natural progression from CSC208 and will
focus on more advanced topics used to create interactive
content for the Web. Topics covered will include database
design, sessions, and real-time interaction. It is a projectbased course where students will learn by writing software
and building working web applications. In the process
they will become comfortable with current, professional
programming frameworks including the MEAN stack
(MongoDB, Express, AngularJS, NodeJS). Prerequisite of
CSC208 or permission of the department. Offered: spring term.
CSC405: ALGORITHMS AND SOFTWARE CREATION
algorithmic thinking through the lens of the creation of
games and other software. This course devotes time to
acquiring software-development skills and focuses on the
object-oriented programming paradigm. Students with prior
programming experience may prefer this course to CSC205
or CSC208, though no such experience is required for this
course. Important concepts covered in this course include:
classes, objects, messages, attributes, methods, inheritance
and polymorphism. It is recommended that students
planning to take the AP Computer Science exam enter the
sequence with CSC405. Meets during the reserve format. Corequisite of MAT12T or higher.
CSC407 AND PHY315: INTRODUCTION TO
SCIENTIFIC MODELING THROUGH PHYSICS AND
COMPUTER SCIENCE
We understand nature through the observations we make
of the natural world and the models we build to understand
those observations. Computers play an increasingly vital
role in constructing these models and in presenting them
to scientific and lay audiences. The algorithmic thinking
required to write computer programs parallels the modeling
done in science. This joint course will explore model
building and software development through physics and
culminate in a final project in which the students will
develop a computer model for some physical phenomenon.
The physics content of the course will cover the Newtonian
mechanics concepts of motion, force and momentum. The
computer science content of the course focuses on the
object-oriented programming paradigm, with important
concepts covered in this course including: algorithmic
thinking, classes, inheritance and polymorphism.
Prerequisites: Open to lowers, uppers, and seniors (juniors with
departmental permission). For lowers, uppers, and seniors,
the prerequisite is successful completion of Mathematics 230.
Students who have taken PHY210/310 or CSC405 may not
take this course. Students who take this course will continue
to Physics 220, 221 or 320 in the winter term. This course is
scheduled for two formats and students receive two term credits.
Students must register for both CSC407 and PHY315. Meets
during the reserve format. Offered: fall term.
CSC505: DATA STRUCTURES AND ALGORITHMS
This course examines classic data structures: lists, queues,
stacks, binary trees and graphs, and hash tables. Standard
algorithms for sorting and searching will be studied, and
complexity analysis performed using big-oh notation.
Students also develop a deeper understanding of software
engineering principles as the course emphasizes reuse and
generic programming. Prerequisite: CSC405 or CSC407 or
with permission of the department. Offered: winter term.
CSC506: NETWORK AND MOBILE ARCHITECTURE
Within this course, we will explore the networked and/or
mobile spaces by developing applications for one or more
of the presently available platforms (Android, IOS and
BlackBerry). Students will examine how networks operate
on a fundamental level and how to use those networks
to communicate between machines. Throughout the
term, sound software design and engineering practices
in encapsulation and modularization will be emphasized.
Prerequisite: CSC405 or CSC407 or with permission of the
department. Offered: winter term.
CSC590: SELECTED TOPICS IN COMPUTER SCIENCE
This course will address a variety of theoretical and/or
technological issues related to computer science and provides
an opportunity for students to undertake a term-long software
development or research project. Topics to be covered each
term are decided by the instructor in consultation with
students. Students will work individually or in small groups
on projects related to these topics. During the spring term,
students who wish to take the AP Computer Science exam will
devote part of this course to guided preparation for the exam.
This course may be repeated. Prerequisite: CSC308 or CSC505
or CSC506 or with permission of the department.
Economics
Economics helps students understand how consumers
and businesses make decisions and how the interplay of market forces and government interventions
in the economy affects people’s well-being. Students
also gain insight into the causes of long-run changes
in standards of living and of short-run fluctuations in
economic performance. The discipline emphasizes
an understanding of the role of incentives and of the
tradeoffs we face when trying to use scarce resources
efficiently while preserving long-run sustainability of
production and achieving an equitable distribution of
the economy’s output.
Seniors who are interested in the study of economics
at Exeter may choose from five offerings. With the exception of ECO520: Microeconomic Theory and Policy,
these courses have no prerequisites.
Students interested in the history of economic development in the Western world and in the philosophies of
the great political economists such as Adam Smith and
Karl Marx should enroll in HIS506: Capitalism And Its
Critics, offered in the fall term.
Students who wish to understand why standards of
living remain so low in dozens of countries across the
world and how government policies can help reduce
poverty should take HIS556: Why Are Poor Nations
Poor?, which is offered in the winter term.
Students who desire a one-term introduction to both
microeconomic and macroeconomic issues should
take ECO502: Principles of Economics and Business,
offered in the spring. This course is not open to students who take ECO510 or ECO520. It emphasizes an
understanding of contemporary economic and business topics, especially issues of political controversy.
Finally, students who prefer an in-depth exploration of
economic theory and models and of their applications
to contemporary problems should enroll in one or both
of the following courses: ECO510: Macroeconomic Issues in the United States, which focuses on the behavior of the national economy (offered in the winter term),
and ECO520: Microeconomic Theory and Policy, which
covers the behavior of individual consumers, businesses and markets (offered in the spring term). These
two courses work well as a sequence, and ECO510 is
a prerequisite for ECO520. However, students may
choose to take ECO510 without taking ECO520; with
permission of the instructor, they may be allowed to
take ECO520 without having taken ECO510. In most
cases, however, students who don’t take ECO510 in
the winter and wish to take an economics class in the
spring should take ECO502 instead of ECO520.
Note: Economics courses do not give credit toward the
History Department requirement. Economics 502 and
520 may NOT be taken in the same term. These courses
may meet three class periods per week to allow emphasis on independent work.
ECO502: PRINCIPLES OF ECONOMICS AND
BUSINESS
This course provides an introduction to the economic
way of thinking and covers the fundamentals of both
microeconomics and macroeconomics. We begin by
examining supply and demand and the role of incentives
and then discuss market failures, business behavior,
financial markets and the role of government intervention
in the economy. We also explore the causes of recessions
and booms, the role of fiscal and monetary policies, and the
economics of international trade and globalization. Open to
seniors. Not open to students who have taken or are taking
Economics 510 or 520. Offered: spring term.
ECO510: MACROECONOMIC ISSUES IN THE UNITED
STATES
This course examines in depth the behavior of
macroeconomic aggregates such as GDP and its
components, inflation, unemployment, and interest rates.
We study the determinants of long-run economic growth
as well as the causes of the business cycle (recessions
and booms). We discuss the pros and cons of fiscal and
monetary policies and also address government budget
deficits, the role of the banking system, trade and capital
flows across countries, and exchange rate determination.
Open to seniors. Offered: winter term.
ECO520: MICROECONOMIC THEORY AND POLICY
This course examines in depth how markets work (or fail to
work), how people and businesses make economic decisions,
and how government intervention in various markets
affects economic outcomes. We study supply and demand
and the allocation of resources, price controls (including
the minimum wage), taxation and its effects on consumers
and producers, income distribution, and environmental
regulation. We also discuss market structures (competition,
monopoly, oligopoly) and their implications for business
behavior, financial markets, and international trade and
protectionism. Open to seniors. Prerequisite: ECO510 or
permission of the instructor. Offered: spring term.
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English
The teaching of English at Exeter is shaped by the
conviction that language is the essential means
of gaining self-knowledge and of participating in
community. The emphasis may vary from course to
course, but the goals of instruction are constant: the
development of skills of expression and of listening and
understanding. The courses in our required sequence
(English 100 through English 430) are differentiated
primarily by the increasing complexity and
sophistication in the writing we expect and in the works
we read. In their senior year, students choose from a
range of electives offering depth of study in fall and
winter and breadth of study in spring. At every level,
students are likely to write in various forms and to read
works representing diverse voices and experiences.
■
Each year, the Academy sponsors a writer-in-residence,
the George Bennett Fellow. In addition, poets and prose
writers regularly visit campus to read from their own
work and to meet with groups of students. Two student
publications, Pendulum and Peal, feature student
prose and poetry.
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■
Junior Year
ENG100/210/220: 9TH-GRADE ENGLISH
In this sequence of courses, the English Department
introduces ninth graders to the reading practices, discussion
principles and writing strategies they will use and on which
they will build throughout their four years of English study
at Exeter. Students read, discuss and write about poems,
short stories, novels and plays designed to introduce them
to the art of writing about their own lives (students produce
personal narratives throughout their four years at Exeter
but focus heavily on this genre during their first two years).
Students work to produce a vivid sense of place and create
convincing characters in their narratives, and hone their skills
as readers and editors of one another’s work through frequent
writing workshops. Special emphasis is also placed on student
participation in class discussions; students take time to reflect
on and refine their individual discussion skills and identify
ways in which they and their peers might work together
more productively. Initially, students write short descriptive
and narrative pieces before beginning to produce longer,
more sustained personal narratives as the year progresses.
They also explore their readings through analytical writing,
whether in journals, in short in-class writing assignments
or online discussion boards. In all these ways, the English
100/210/220 sequence prepares students for the increasingly
demanding work they will do — as readers, as discussion
partners, as writers — in future English courses. Students read
a play by Shakespeare in the spring term.
Lower Year
In this sequence of courses, readings introduce broader
and more-complex personal and social issues. The
writing assignments — ranging from personal narratives
and personal essays to letters, editorials, poetry projects
and responses to the readings — encourage awareness of
audience and exploration of perspective. In the spring term,
students are likely to produce a sustained piece of writing
based on research into their family history. Students read a
play by Shakespeare in the spring term. A student normally
has the same teacher for the winter and spring terms.
Upper Year
In this sequence of courses, written assignments tend to
shift from personal narratives and essays to various forms of
analysis in which the exploration and articulation of ideas
increasingly influence content and structure. Readings
continue to grow in complexity of subject matter and style.
In the winter term, students produce a piece of narration
and exposition based on an observation and interview.
Students read a play by Shakespeare in the spring term.
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Senior Year
The English Department offers a variety of elective courses
to seniors. Course offerings may focus on genres, literary
periods, the history of ideas, individual authors, or writing.
Seniors choose English courses during the registration
period in the spring prior to their senior year, at which time
they may enroll in three courses. Seniors may enroll in
additional elective courses upon the announcement at the
end of the registration period.
■
Senior English Fall Term:
SENIOR SEMINARS IN WRITING: GENRE FOCUS
The senior writing seminars immerse students in the study
of a genre of their choice. Writing- and workshop-intensive,
these Harkness seminars combine rigorous literary analysis
and regular creative practice and revision. Students read
diverse texts as models for their own writing, analyzing
elements of form, voice, and technique. As they deepen
their understanding of how texts in the genre are crafted,
they gather useful tools and terminology to create their own
english
works. Students will leave the course with a collection of
original work in and craft-oriented analyses of the genre.
ENG502: Short Fiction
ENG503: Poetry
ENG504: Drama
ENG505: Creative Nonfiction
ENG506: Multi-genre *
* “Multi-genre” is not a catchall for all genres. As Tom
Romano explains in his multi-genre instruction book,
Fearless Writing, a multi-genre project is comprised of a
carefully choreographed range of genres and subgenres, each
constituent piece self-contained, making a point of its own,
yet connected to the others by theme or topic and sometimes
by language, images, and content. Multi-genre writing allows
students to employ multiple (even conflicting) perspectives,
voices, and approaches as they explore the interaction
between and among genres. In this course, students will
explore multi-genre writing by reading multi-genre texts such
as Michael Ondaatje’s The Collected Works of Billy the Kid and
by completing their own multi-genre project.
in nature: close readings of the texts, journal reflections
on the readings and explorations of the role of place in the
imaginative life of a text.
■
Senior English Winter Term:
SENIOR SEMINARS IN READING:
AUTHOR IMMERSION
The senior reading seminars immerse students in the
sustained study of an author, which students will choose
from a list representing a range of diverse voices, periods
and genres. Some seminars will focus on a single major
work; some will focus on multiple works; some will include
ancillary works. Students will also undertake a sustained
writing project in the winter term. For most, this will be
a Senior Meditation, the English Department’s capstone
assignment. Students taking two winter English courses
may choose to write a Meditation in one and complete
projects of similar scope in the other.
ENG540: Margaret Atwood
Senior English Fall Term,
Stratford Program:
ENG542: Jane Austen
ENG592: SHAKESPEARE IN STRATFORD
ENG546: George Eliot
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This course is the centerpiece of the Stratford
Program. Students attend performances of the plays
produced by the Royal Shakespeare Company (RSC) in
Stratford-Upon-Avon, Shakespeare’s birthplace, during that
particular fall term. The reading list is likewise designed
around the offerings of the RSC. In addition to discussions
of the plays at the table, students explore and sometimes act
out scenes in workshops offered by actors and directors at
the RSC. Writing assignments are analytical in nature: close
readings of the texts, director’s logs about dramatic choices,
and journal reflections about the readings and performances.
ENG593: LITERATURE IN STRATFORD
One of the advantages of the Stratford Program is the
opportunity to study literature in the very places that
inform the setting, themes, characters and concerns of the
texts. The specific topic for this course varies from year to
year and is dependent upon the interests of the Resident
Director and the travel plans of the group. Every effort will
be made to visit the places students read about in the texts.
Past topics for such courses have included Literature of
Place, Romantic Poetry, Contemporary English Fiction,
19th-Century English Novels, Survey of English Poetry
and Wordsworth. Writing assignments will be analytical
ENG543: James Baldwin
ENG544: Samuel Beckett
ENG545: Elizabeth Bishop
ENG547: Ralph Ellison
ENG548: Louise Erdrich
ENG549: William Faulkner
ENG550: Ernest Hemingway
ENG552: Kazuo Ishiguro
ENG553: Ha Jin
ENG554: Doris Lessing
ENG555: Cormac McCarthy
ENG556: Herman Melville
ENG557: John Milton
ENG558: Toni Morrison
ENG559: Salman Rushdie
ENG560: William Shakespeare
ENG562: Zadie Smith
ENG563: Derek Walcott
ENG564: Virginia Woolf
ENG565: William Wordsworth
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english
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Senior English Spring Term:
TOPICS IN LITERATURE
Seniors are invited to broaden their literary study in the
spring, choosing from a wide variety of courses that take
thematic, topical, regional and interdisciplinary approaches
to literature.
ENG566: GRAPHIC NARRATIVE/LITERARY COMICS
In this course we will explore the burgeoning literary
phenomenon often called the “graphic novel.” What
happens to narrative when it unfolds in a hybrid form that
joins image to text? What can this verbal-visual medium
do that other literary media can’t? Is the form better suited
to certain topics and modes of expression than to others?
How do we read a text in which two narrative tracks (one
verbal, the other visual) interact? Our readings will be drawn
from the work of such artists as Will Eisner (A Contract with
God), Art Spiegelman (Maus; In the Shadow of No Towers),
Chris Ware (Jimmy Corrigan), Joe Sacco (Palestine; Safe Area
Gorazde), Marjane Satrapi (Persepolis), Daniel Clowes (Ghost
World), Alison Bechdel (Fun Home) and Julie Doucet (My
New York Diary). Students will write short weekly papers and
complete a substantial project of their own design.
ENG567: THE BEATS
Jack Kerouac’s On The Road and Allen Ginsberg’s Howl
have become major influences on contemporary literature,
film, and art. We shall read these two pieces and many
other works from other Beat writers including Gary Snyder,
Lawrence Ferlinghetti and Bob Kaufman. Further, we
shall examine film, music and art in our efforts to define
that American existentialist quality now known as Beat
Literature. We shall put to rest Truman Capote’s assessment
of Kerouac’s writing as mere “typing.”
ENG568: AFRICAN AND CARIBBEAN LITERATURE
Africa and the diaspora in the Caribbean have a rich and
varied literature, both oral and written. Students in this
course will read novels, poetry, plays by a range of African
and Caribbean writers, to explore the ways in which
“western” literary language and forms are reshaped by
African linguistic patterns and ancient forms of storytelling.
ENG569: FEMINISM AND LITERATURE
What is feminism and how is it expressed in literary texts?
What does it mean to read literature through the lens of
gender? This course will allow students to explore these
and other questions central to feminist literary studies.
Readings will include a range of literature by women as well
as selected works of critical theory.
ENG570: NOVELS INTO FILM
Students read novels and see their transformation into
films. Through these comparisons and a short study of key
film techniques, students learn how to “read” a film. The
class chooses works such as A Clockwork Orange, Children
of a Lesser God and Apocalypse Now from hundreds of
possibilities. Paper topics emerge from the material read
and viewed.
ENG572: LITERATURE AND THE LAND
In this course, students will read texts, write papers and
participate in outdoor excursions that prompt them to
contemplate their relationship to the natural world. Drawing
on an array of classical and contemporary environmental
writers, including Edward Abbey, Gretchen Legler, Henry
David Thoreau, Rebecca Solnit, Annie Dillard and Aldo
Leopold, we will examine models of terrain becoming text.
Our discussions will be far-reaching, and students will
emerge with a clearer sense of environmental literature’s
aesthetic and ideological contours. Written work will afford
students the chance to practice the close observation and
precise attention to detail required in writing effectively about
the natural world. This course meets during a reserve format in
order to create a double-format meeting time for field work.
ENG573: LAW AND LITERATURE
This course will focus on three points of intersection
between literature and law. We will read literary works
alongside cases and legal documents that provide a context
for understanding those works. The literary texts will in
turn suggest how the impulses, struggles and qualities that
make us human also underlie our core legal texts. Since
literary study and law both require the interpretation of a
written language that invariably defies fixed meaning, we
will also explore ways in which legal and literary scholars
locate “meaning” in texts. We might consider, for example,
how judges’ methods of interpreting the Eighth Amendment
prohibition of “cruel and unusual punishment” can inform
literary scholars’ approaches to a Hamlet soliloquy. Finally,
we will examine the collision between state censorship and
rights of free expression. Readings might include works by
Shakespeare, Melville, Aeschylus, Twain, Chopin, Kafka,
Lessing, Glaspell, Coetzee, and Sophocles, as well as the
U.S. Constitution, Supreme Court cases, and essays by
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Justices Scalia, Brennan, Ginsburg and others. Writing
assignments will include short persuasive and analytical
pieces as well as an independent project.
ENG574: LITERATURE OF CALIFORNIA
California is famous for its literal, meteorological fog, but
no other state is as shrouded in the fog of myth, dream and
reinvention when it comes to identity, culture or landscape.
This course will focus on California’s rich literary heritage
and its development throughout the state’s complicated
history, mostly from the late 19th century to the present.
We’ll read across genres to explore topics that span the rise
of the military-industrial complex to the natural beauty of
Big Sur, from Hollywood and “noir” to Japanese-American
internment camps, “water wars” to surfing, and Disneyland
to migrant labor. Texts might include work by Raymond
Chandler, Joan Didion, Thomas Pynchon, Amy Tan, Chester
Himes, Christopher Isherwood, Robinson Jeffers, M.F.K.
Fisher, Marisa Silver, Toshio Mori, Robert Hass, Gary Soto
and others, with supplementary sociohistorical-context
works by Mike Davis and Kevin Starr, and viewing of
films (Chinatown, Zabriskie Point, One California Day) and
photography (Edward Weston). Written assignments will
include weekly short critical analyses, with the occasional
foray into creative genres and parody.
ENG575: SATIRE AND HUMOR
Aristotle said “a subject which will not bear raillery
is suspicious, and a jest which will not bear serious
examination is false wit.” But what is wit? What is humor?
What makes something funny to some and not to others?
Is it timing or time or both? How is humor used to convey a
much deeper message? Is it true, as Richard Pryor said, “that
all humor is rooted in pain?” During this course, we shall
try to answer these questions and many more in order to
explore the art of humor and the seriousness of comedy. We
will look at the difference between being witty, being clever
and being tasteless. We will look at how writers use irony,
parody, farce and especially satire to take on contemporary
issues. Along with regular written analysis of literary works,
writing assignments could also include creative projects,
such as writing a political satire, essays, poems or even
stand-up/performance pieces, all to be shared with the class.
ENG576: ART OF PROTEST
From the grittiness of rap to the density of civil disobedience,
this course examines a variety of literary-artistic protest. The
approach is multicultural and interdisciplinary. Possibilities
include: poets of color, gay playwrights, feminist novelists
and foreign films. Students write extensively in journals and
present a collaborative project.
ENG577: QUEER LIT
This course explores the experience and self-definition of
several major queer writers – in fiction, poetry and memoir.
The course is intended for any students who want to deepen
their understanding of queer identity as expressed in
literature and film. Texts include poems by Sappho, Walt
Whitman, Adrienne Rich, Amy Lowell, Allen Ginsberg,
Mark Doty; stories by Katherine Mansfield and others; Paul
Monette’s memoir Becoming a Man. Films may include The
Wedding Banquet, The Incredible True Adventure of Two Girls
in Love, Longtime Companion, Antonia’s Line and Strawberry
and Chocolate.
ENG578: CHILDREN’S LITERATURE
How did you come to be the reader you are? What ideas
about the world and its characters did you gain from the
stories you read as a child? Why did you read and re-read
some books? How did illustrations work with words to
create the stories you saw and read? What larger issues of
psychological development and culture can be understood
in the stories adults create for children? Students will
explore these and other questions by reading and discussing
various genres and levels of children’s literature, including
fairy tales, picture books, poetry and novels. Written
assignments will include a reader’s journal, a short research
paper, a children’s story, and a final project.
ENG579: SPRING IN LOVE
Literary lovers, it seems, break the rules, explore the
boundaries set by family or society or religion or law.
What can we learn from their defiance? Why does such
love so often end in disaster? Is love socially constructed
or universal? We will explore these and other questions
through a variety of genres. Possibilities may include: crosscultural myths and legends, something Shakespearean,
Nabokov’s Lolita, Hwang’s M. Butterfly, Austen’s Pride and
Prejudice, Woolf ’s letters, and the films My Brilliant Career,
Cyrano de Bergerac and Tess of the d’Urbervilles. Students will
keep a journal of reader responses and design a final project.
ENG580: VOICES FROM THE MIDDLE EAST
From the Epic of Gilgamesh, written 1,000 years before
Homer, to contemporary works, this course will give
students a view into the literary imaginations of Middle
Eastern writers. The authors of fiction, poetry, memoir
and essays, come to us from many cultures, in translation of
many languages. We will explore what seems particular to
this region of the world, as well as what seems to transcend
geography, politics, religion. Students will write several short
papers and design a final project based on their interest in
an author or country or issue. Writers may include: Tariq Ali,
Marjane Satrapi, Nazim Hikmet and Naguib Mahfouz.
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ENG582: MODERN IRISH WRITERS
Join us as we read Irish literature of the 20th and 21st
centuries to explore how Irish writers north and south
have been representing their diverse and rapidly changing
Irelands. We will build the syllabus from a variety of genres
(novel, short story, poetry, drama) by a wide range of
writers. Though we will consider the work of Joyce, Yeats,
Beckett and Heaney, we will also venture beyond those
recognizable names, to the work of such writers as Flann
O’Brien, Sean O’Faolian, Eavan Boland, Paul Muldoon,
Anne Devlin, Fiona Barr and John McGahern, among others.
ENG583: ROMANTICISM AND ITS RISKS
This course will trace the evolution of the Romantic
movement in literature, from the influence of the Greeks,
to its rebellious triumph in the late 18th and early 19th
centuries, and finally to its critics and inheritors in the
20th and 21st centuries. The range of topics might include:
nature as deity, emotion and self, misanthropy, solitude, and
revolution. Texts might include: The Bacchae (Euripides);
British Romantic poets (Wordsworth, P.B. Shelley,
Coleridge, Keats, Byron); Frankenstein (Mary Shelley);
The Sorrows of Young Werther (Goethe); The Blue Flower
(Penelope Fitzgerald); Homo Faber (Max Frisch). Possible
films: Aguirre, Wrath of God (Herzog), Under the Volcano
(Huston), The Thin Red Line (Malik), The Year of Living
Dangerously (Weir).
ENG584: BASEBALL: THE AMERICAN NARRATIVE
A. Bartlett Giamatti, former president of Yale and
commissioner of Major League Baseball, believed that this
game is “the plot of the story of our national life.” In this
course we will look at how baseball reflects, embodies and
illuminates modern American history, culture, politics and
myth. We will also look at the game itself as a narrative
— one that unfolds and reveals and surprises; one that
demands close reading to understand its nuances, symbols
and structure. And we will look at how various artists
have used baseball as a central metaphor in their fiction,
nonfiction, poetry and film. Texts will be chosen from the
works of Dubus, Malamud, Updike, Kinsella, Hall, Giamatti,
Kearns-Goodwin, Moore and Exley. Possible films: Ken
Burns’ Baseball series, Eight Men Out, Field of Dreams, Bull
Durham. Students will write a number of short papers and
complete a final project.
ENG585: VISIONS OF PARADISE? UTOPIAS AND
DYSTOPIAS IN LITERATURE
Fantastic societies have held a fascination for writers from
Thomas More to the present day. Utopia, meaning “no
place,” is the term for an idealized society whose inhabitants
willingly embrace its difference from our own world.
Dystopic visions are the disturbing flipside of this coin. Both
genres inevitably cause readers to draw parallels between
their own experiences and those of the protagonists.
Scientific and technological advances are often at the root of
the utopic/dystopic discourse, and one of the main functions
of this course is to explore the presentation of technology
as narrative. The course seeks to examine some of these
alternate worlds to explore the way writers of fiction and
filmmakers have presented the impact of projected changes
and developments on the fabric of society. We will build
our visionary galaxy from the following: Thomas More,
Aldous Huxley, George Orwell, Margaret Atwood, Cormac
McCarthy, Alfonso Cuaron, and other contemporary writers
and film makers.
ENG586: TRAGEDY AND THE FAMILY
What is tragedy? How is it distinguished, in literature,
from events in life that we call “tragic”? And why have
playwrights over the centuries, in composing tragedies,
focused on the unit of the family – on fathers, mothers,
daughters and sons? In this course we will explore the
form of dramatic tragedy, as set forward by Aristotle
and exemplified in the plays of Sophocles, moving then
to explore how the form changes over time. We will ask
what it is about the family that attracts writers of tragedy.
Primary texts may include plays by Sophocles, Shakespeare,
Racine, Yeats, MacLeish, Miller, O’Neill and Wilson, with
supplementary readings from Aristotle, The Book of Job, and
various critical essays. Time will also be given to viewing
versions of the plays we read and, occasion permitting, to
attending area performances. Throughout, the emphases
will be on generating informed critical discussion and on
refining students’ analytical writing.
ENG587: LITERATURE AND POPULAR CULTURE
This course will focus on the points of intersection between
literature and popular culture. We will explore literary
works alongside resources from popular culture such as
podcasts, film, television, music, art and periodicals that
provide context for understanding those works. Our study
of the literary works will focus on how these texts and the
multimedia resources serve to shape contemporary American
consciousness. Students will examine their assumptions
about low/middle/high culture and discover a framework
for reading their worlds. Since no novel, poem, play or short
story is written or read in a vacuum, we will study the ways
in which cultural context can inform the author’s writing of
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and our reading of them. Students will work toward locating
themselves in their own time, viewing their world through a
critical lens, and understanding the crosscurrent of influences
that shapes not only popular culture but their own written
creations as well. For example, we might study the Zadie
Smith novel NW and examine both the issues and contexts
she addresses (looking closely at the culture of Northwest
London, the identity politics, the themes of religion and class
and race that Smith is interested in, as well as her own essay
about the writing of this novel, “Two Paths to the Novel”) and
the contemporary context in which students are reading (how
their own identities, interests and cultural context shape their
interpretation of the text). The materials of the course will
include a variety of digital resources and may include texts by
Junot Diaz, Zadie Smith, Julian Barnes, Stephen Greenblatt,
Bruce Smith, Kathryn Erskine, Edith Pearlman, Dana
Stevens, Elvis Mitchell and Roland Barthes. For the writing
component of the course, students will complete a series of
critical and reflective pieces throughout the term, culminating
in a major written project incorporating multimedia
elements. Students will also participate in a weekly podcast
on contemporary cultural issues.
ENG588: CREATIVE WRITING WORKSHOP
The spring term Creative Writing Workshop offers students
the chance to work in any genres they choose. An awareness
of issues pertaining to craft and aesthetics — and to the
practice of peer editing — will be central to all of the
assignments in this workshop-structured course.
ENG589: JOURNALISM
In this course, students will read and discuss a range
of reportage to explore questions of objectivity and
subjectivity, and to learn about processes of verification
in the newsroom. To frame the discussion, students will
define and establish the principles of both old journalism
and new journalism, while applying these principles in
pieces they craft about culture, whether past, present, or
here at Exeter. Writing assignments may include reviews,
podcasts, editorials or news features. At the term’s end,
students will have been initiated to the cultural importance
of the media and mass communication systems and the long
and winding journalistic tradition of reportage.
ENG590: SELECTED TOPICS IN ENGLISH
This course is offered at student or departmental initiative.
Open to seniors. Offered: spring term.
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Health and
Human Development
The Health and Human Development Department’s
mission is to prepare and empower our students to
value and engage in healthy lifestyles by honoring
diversity, fostering leadership, and encouraging students to reach their highest potential as productive,
responsible citizens at the Academy and beyond. Our
courses challenge students to stretch their understandings of health issues in trusting and respectful
environments. While we believe it is important that
students have accurate, up-to-date information about
health topics, we do not believe that knowledge,
alone, is sufficient for them to make healthful, responsible decisions for themselves and their communities.
In order to facilitate positive health choices today and
in the future, we provide opportunities for students to
examine their values and attitudes, as well as develop
critical thinking, decision-making, self-advocacy, and
interpersonal skills.
HHD110/120/130: TEEN HEALTH MATTERS FOR
JUNIORS
In this year-long, age-appropriate course, required
of all juniors, students will explore together a variety of
health issues, including, but not limited to, physical and
psychological self-care; alcohol and other drugs, as well as
addictive substances and behaviors; nutrition and fitness;
mental health; relationships; and sex and sexuality. We
aim to enable students to build self-efficacy and prepare
for challenging health and lifestyle choices through the
development of effective communication and decisionmaking skills. The pass/no pass grading system encourages
student participation, honesty, and sharing in a supportive
and more relaxed environment. Required of all juniors. Two
single class periods per week in the fall and winter terms, which
may include reserve periods. One single class period per week in
the spring term, which may be a reserve period. In addition to
the class period in the spring term, limited assignments will be
given each week. *See note below.
HHD210/220/230: TEEN HEALTH MATTERS FOR
LOWERS
In this year-long, age-appropriate course, required of all
new lowers, students will explore together a variety of
health issues, including, but not limited to, physical and
psychological self-care; alcohol and other drugs, as well as
addictive substances and behaviors; nutrition and fitness;
mental health; relationships; and sex and sexuality. We
aim to enable students to build self-efficacy and prepare
for challenging health and lifestyle choices through the
development of effective communication and decisionmaking skills. The pass/no pass grading system encourages
student participation, honesty, and sharing in a supportive
and more relaxed environment. Required of all new lowers.
Two single class periods per week in the fall and winter terms,
which may include reserve periods. One single class period
per week in the spring term, which may be a reserve period.
In addition to the class period in the spring term, limited
assignments will be given each week. *See note below.
Note: The Health Option
Each term of Health and Human Development 110/120/130
and 210/220/230 provides 1/3 credit, giving a junior or new
lower one extra credit at the end of the year. While enrolled in
these Health and Human Development courses, students may
use this credit to reduce their load in a given term of the current
year, provided they do so by the week following the midterm
reporting period. Students need to consult with their advisers
and the Dean of Academic Affairs to utilize this option.
HHD502: A STUDY OF HUMAN SEXUALITY
Through reading, research and discussion students
will study the biological, psychological and sociological
aspects of human sexuality while considering the political,
ethical, legal, historical and cultural forces that shape
human sexual behavior. Students will reflect on what is
known about sexual functioning and behavior as well as
discuss and debate what is not fully understood. Open to
seniors. Offered: spring term.
HHD503: THE POWER WITHIN: PHILOSOPHY &
SCIENCE OF OPTIMAL HEALTH
How can we best manage life’s competing challenges? How
should we measure success? What are the most effective
means to enhance one’s capabilities, strengths and health
status? We will aim to answer these and other questions
by studying traditional teachings and practices, as well as
the insights and lessons offered by modern-day behavioral
science and neuroscience. Through reading, research,
reflection, personal practice and experimentation, students
will investigate the theories, models and methods that have
proven to enhance well-being. Open to uppers and seniors.
h e a lt h a n d h u m a n d e v e lo p m e n t
HHD504: THE HUMAN PURSUIT OF EUPHORIA
This course will explore the use of mind-altering substances
throughout history, across cultures and within subcultures of
the United States. From a biochemical, sociological and
psychological standpoint we will probe the reasons why
people seek to alter their state of being, whether through the
use of drugs or through natural means. Readings will include
selections such as: The Compass of Pleasure by David Linden;
Flow: The Psychology of Optimal Experiences by Mihaly
Csikszentmihalyi; and Forces of Habit by David Courtwright.
HHDSTR: CROSSROADS: YOUR FUTURE,
YOUR HEALTH
Seniors have much to look forward to, but also have
many challenges facing them as they complete their
work at PEA. In this seminar course, seniors will have
the opportunity to consider common health questions
and concerns as they prepare to transition to college
or career settings. We will utilize health data as well as
students’ individual concerns to guide our discussions,
seeking guideposts for healthy living in these exciting and
challenging times. The course is graded on a pass/no pass
basis. Required of all seniors. One class period per week, which
may be a reserve format, as well as limited assignments. Offered:
spring term. Note: Seniors who will be enrolled in an off-campus
program during the spring term may enroll in HHDSTR in the
winter term.
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History
Knowledge of the past allows students to understand
the present, to consider their own beliefs and to
develop empathy for those different from themselves.
To further these goals, the history curriculum at Exeter
offers a historical perspective on the contemporary
world and trains students in the skills of critical
reading, speaking and writing. Class discussions
around the Harkness table focus on historical issues
that challenge every student to think independently
and to articulate ideas in a clear and well-supported
fashion. “Why?” or “What do you think?” questions
are more central to the history classroom than
“What happened?” As in class discussions, writing
assignments focus on helping students develop
clarity and sophistication with an emphasis on
exposition and analysis.
All courses, except for History 420 and 430, may be
taken without a prerequisite. Students may sample
different areas or take courses in sequences that
emphasize key themes and developments of both the
Eastern and Western traditions. Many offerings emphasize parts of the world and cultures outside those
of Europe and the United States, and taking one of
these courses is a diploma requirement for three-year
and four-year students. (See courses listed below.)
Additionally, the department strongly encourages
students to take at least one history course from the
department’s offerings before beginning the United
States history sequence.
Introductory courses, numbered in the 200s, are open
to juniors and lowers. 200-level courses emphasize
fundamental skills in the study of history and the
social sciences: gathering and interpreting evidence,
analyzing concepts, and generalizing and synthesizing in frequent written exercises.
Intermediate courses, numbered in the 300s, are
open to lowers and uppers. They utilize more-difficult
materials, involve the study of more-complex concepts and demand a higher level of competence than
the 200-level courses.
All introductory and intermediate courses include a library research project, typically culminating in an essay.
Advanced courses are numbered in the 400s and 500s.
Open to uppers and seniors, the American history
sequence — 410, 420 and 430 — is a rigorous, year-long
course and is required for the diploma. Each term of the
U.S. history sequence includes a significant historical
research project and time in the library dedicated to research. The fall term emphasizes how to begin a work of
research and culminates in a paper, annotated bibliography or other work. In the winter term, students focus on
the library’s extensive availability of periodicals, which
culminates in a five- to seven-page paper. The research
paper in the spring term is expected to be approximately
12 to 15 pages.
The 500-level courses are limited to seniors, although,
on occasion, uppers are enrolled by permission of the
department chair. These courses are often more topical
in nature. Writing assignments and class meetings
may be fewer in number than at other levels in order
to accommodate more-sophisticated readings and
independent work.
Advanced Placement exams: The department does not
confine itself to teaching in order to prepare students
for standardized tests. We believe that such an approach
would compromise our commitment to student-centered discussion, close reading of primary and secondary
sources, and independent research and writing. Those
students wishing to take AP exams in history are strongly
advised to undertake sustained review on their own.
Courses in anthropology and economics are taught under the aegis of the History Department. These courses,
however, do not satisfy the History requirement.
Three-year and four-year students are required to
take at least one of the following courses outside the
Western tradition: 200, 202, 205, 206, 207, 208, 305,
306, 307, 308, 502, 556, 558, 560, 563, 565, 566, 567,
577, 586 and 587. These courses are marked by ◆ in the
individual course descriptions.
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Introductory Courses
HIS200: THE WORLD IN THE 20TH CENTURY ◆
This course is an introduction to significant events in
the 20th century. Students investigate cause, effect and
change in places such as Europe, Africa and Asia (including
the Middle East). One principal aim of the course is for
students to develop a better understanding of the response
of traditional societies to the impact of modernization on
their values and customs. Another is to examine ideological
conflicts of the modern world. Students also research
contemporary problems that originated in the 20th century
that demand creative and thoughtful solutions. Analytical
skills, synthesis of conflicting viewpoints, conducting
research in the Academy Library, participating in debates
and writing historical essays are all emphasized in this
course. Open to juniors and lowers who have not taken a
300-level history course. Offered: fall term.
HIS202: PEOPLES AND CULTURES OF THE
MODERN WORLD ◆
This course examines people who live in the developing
world and the impact of modernization and industrialization
on their ways of life. Students gain a better understanding
of the social, political and economic issues confronting
many developing countries today as peasant peoples face
and respond to the challenges of the modern institutions
and technology. Students are also introduced to the skills
necessary for the study of history and the social sciences.
This course makes use of the library and engages in a
discussion of contemporary social and political events. Open
to juniors and lowers who have not taken a 300-level history
course. Offered: fall term.
HIS203: CLASSICAL GREECE
This course examines the culture, politics and society of
the Greek city-states during the early and classical periods.
The course emphasizes the rise and decline of democracy in
Athens, as well as the conflicts with Sparta and the Persian
Wars. A variety of materials introduces students to literature
(students read The Odyssey and several of Sophocles’ plays),
art and everyday life in addition to politics. The course
introduces and develops fundamental historical skills,
particularly writing. Open to juniors and lowers who have not
taken a 300-level course. Offered: fall term.
HIS204: CLASSICAL ROME
This course surveys the rise and fall of the Roman Republic
and the emergence of the Roman Empire. Central themes
include Roman expansion, imperialism, politics and culture. To
supplement the text, which was written by the faculty, students
often read The Aeneid as well as numerous primary sources.
The course introduces and develops fundamental historical
skills, particularly writing. Open to juniors and lowers who have
not taken a 300-level history course. Offered: winter term.
HIS205: THE MEDIEVAL WORLDS ◆ In the wake of the fall of the Roman Empire, three distinct
and dazzling civilizations emerged. This course examines
the creation of the European, Byzantine and Islamic
worlds from the end of antiquity to roughly 1350, exploring
the political, cultural, social and religious changes in each
society. We examine the rise of the Christian Church in
Europe and Byzantium, the birth and rapid success of Islam,
and the impact on the values and behaviors of medieval
people. Key figures, themes and events are studied,
including Charlemagne, Muhammad, Justinian, mysticism,
scholasticism, the Reconquista and the Crusades. We also
discuss how early interactions and conflicts shaped the views
each society held of the others. Open to juniors and lowers who
have not taken a 300-level course. Offered: spring term.
HIS206: NATIVE PEOPLES OF NORTH AMERICA ◆ This course surveys the history of particular Native
American groups from their prehistoric entry to North
America until the development of the reservation system in
19th-century America. A variety of topics will be covered as
students gain exposure to anthropological, archaeological
and historical resources to illuminate the changes taking
place. The class begins by analyzing population movements
throughout the continent. Students gain exposure to the
evolution of independent cultural and social systems
among indigenous tribes. Among the subjects highlighted
are rituals of religion and tribal integration, ideas of family
and the structure of tribal society, and the development
and implementation of tribal laws. Midway through
the course students will begin to examine the period of
European contact and the profound social and cultural
transformations that took place over the next two centuries.
Both Native American and European resources from the
period will guide our study of this era. During the latter
half of the course, students will examine the ways in which
Indian life was dramatically reconfigured as Europeans and
Americans spread across tribal lands and forcefully moved
Indians to reservations in the West. Throughout the term
students will work with the Academy’s archaeological and
ethnographic holdings to gain a fuller appreciation of this
fascinating subject. Open to juniors and lowers who have not
taken a 300-level history course. Offered: spring term.
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h i sto ry
HIS207: CHINA: THE LAST DYNASTY ◆ HIS303: ABSOLUTISM AND REVOLUTION, 1660-1800
An advanced civilization reaches its peak. Failing to
notice the early warning signs of a seismic global shift,
the country’s leaders engage in a series of costly military
adventures, and then watch helplessly as the nation
becomes overextended and implodes. This is the story of
Qing dynasty China (1644-1911). Steeped in Confucian
tradition, Qing emperors had no answer for the challenges
presented by Western religion, science and warfare.
In this course, we will examine the soul-searching that
accompanied China’s slow decline, from its first contact
with Christian missionaries in the 17th century to the
death throes of the imperial system in 1911. Along the way,
we will examine the choice China faced — tradition or
modernization — and the many people who represented
the range of options. Our sources will include biography,
memoir, film and literature. Open to juniors and lowers who
have not taken a 300-level history course. Offered: spring term.
Beginning with the reign of Louis XIV, students examine
18th-century European society. We explore how the
Scientific Revolution and the Enlightenment challenged
the ideas of the Old Regime and created new perceptions of
humanity, society and government. The course concludes
with an analysis of the French Revolution and the rise of
Napoleon. Open to lowers and uppers. Offered: winter term.
HIS208: JAPAN: TRADITION TO MODERNITY ◆ After two and a half centuries of political order, social
stability and diplomatic isolation, the Tokugawa
government of Japan was threatened by internal turmoil
and external threats from the United States and Europe.
Some Japanese encouraged reform. Others, particularly
radical samurai, demanded a return to conservative values
under the slogan “Revere the emperor, expel the barbarian.”
At stake for Japan was its future. Would it be tradition or
modernity? Which values mattered most? What did it mean
to be Japanese? How Japan developed its political and
social traditions from 1600 to 1900 and reacted to crisis,
ultimately in the form of the Meiji Restoration in 1868, will
be the story of this course. Students will have an opportunity
to read firsthand accounts from the Japanese who struggled
to retain or remake a nation. Open to juniors and lowers who
have not taken a 300-level history course. Offered: winter term
■
Intermediate Courses
HIS302: EARLY MODERN EUROPE, 1350-1660
The centuries following the Black Death saw the beginnings
of modern Europe. The course focuses on the rebirth
of European society and the new values, optimism and
cultural achievements of the Renaissance. It then examines
the turbulence of the Reformation — the shattering of
Christian unity and the wars fought in the name of religion.
The course then explores the development of new politics
and the Age of Exploration, when Europeans set sail and
changed the shape of the world. Open to lowers and uppers.
Offered: fall term.
HIS304: THE EUROPEAN CENTURY, 1800-1914
Beginning with the study of Napoleon’s Empire and
the Congress of Vienna, this course examines how the
French Revolution of 1789 and the Industrial Revolution
transformed European society and politics in the 19th
century and established Europe’s global preeminence. The
course concludes with an examination of World War I, the
shattering event that culminated Europe’s dominance. Open
to lowers and uppers. Offered: spring term.
HIS305: COLONIAL AMERICAS: EMPIRE, CONTACT
AND LEGACIES ◆ This course examines the imperial interests, race and
gender relations, and cultural influences and exchanges
that manifested during the era known as Colonial America.
Though the course, by the end, focuses on the colonies
that would become the United States, it begins with the
pre-contact experiences of Native Americans, Africans
and Europeans and how their lives eventually converged.
Relationships impacted by economic development,
racism and religious fervor forged a complex, historical,
multiethnic legacy that is still visible today. Open to lowers
and uppers. Offered: spring term.
HIS306: ART AND THE STATE ◆ This course examines how history — and its conflicts
— can be understood through the artistic objects that
societies create. This course examines art from the 19th
and 20th centuries, investigating how artistic creation has
shaped and been shaped by diverse nations and cultures.
Focusing on how visual art, music, architecture and urban
planning interact with the world around them, we will
analyze both how states support, mobilize and utilize art
and architecture to communicate power and to construct
cultural identity, and also how art can enable critique of the
state. Students will use textual, visual and audio sources
as they engage such questions. Topics of discussion will
include: the construction of capital cities and royal courts
to communicate political authority and cultural identity;
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the function of artistic objects as propaganda and as
protest during times of conflict; and finally, specific sites of
contestation that challenge established order and meaning.
Open to lowers and uppers. Offered: spring term.
HIS307: MODERN INDIA ◆
This course examines the history of what is today the world’s
largest democracy. It starts in roughly 1700 with a study of
the Mughal Empire and its decline, followed by the rise of
British India. We explore the East India Company and the
impact of British imperialism on India. The 1857 rebellion,
the beginning of direct British rule and the consequences
of these major events are analyzed. We explore the
development and role of the Indian National Congress,
explore the emergence of Indian nationalism, and assess
Gandhi and other Indian leaders, as well as the forces around
independence in 1947. In the last part of the course we study
India’s identity postindependence to today and the current
issues and conflicts confronting this increasingly prominent
nation. Open to lowers and uppers. Offered: winter term.
HIS308: PRECOLONIAL AFRICA ◆
This course introduces students to the complexity and
dynamism of the African past, from antiquity to the dawn
of the 20th century. The course begins with an examination
of the Nile Valley civilizations in antiquity, the historical
debates surrounding that era and the advent of Christianity
in North Africa. Students then study the rise of Islam in
Africa and the West African empires of Ghana, Mali and
Songhai. Next, students examine the role played by slavery
in the creation of the Atlantic World. The course ends with
an analysis of the dynamics of the cultural clash that ensued
from the European colonization of Africa. Open to lowers and
uppers. Offered: fall term.
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Advanced Courses
HIS410: UNITED STATES HISTORY, COLONIAL
ORIGINS TO 1861
This course introduces students to the formation of
American values and institutions from the early English
settlements of North America through the Revolution and
Civil War. Emphasis is given to the cultural, economic and
social diversity of early America, the tension between local
and central authority during the struggle for independence,
the establishment of the Constitution, economic and social
change in the young republic, slavery, and the growing
sectional conflict that culminated in secession. A required
library paper will be one of the main writing assignments
this term. Open to uppers and seniors. Offered: fall term.
HIS420: UNITED STATES HISTORY, 1861 TO 1941
This course continues the survey of American history
with the Civil War and follows with the attempt to rebuild
the union during Reconstruction. Emphasis is given to
economic and social changes of the late 19th century and
the emergence of the United States as a world power. Topics
include the transformation of the United States into an
urban industrial society, the dilemma of race, the changing
role of women, the Depression and the political response to
these issues. The course ends with the advent of World War
II. As in History 410, there will be a required library research
paper this term. Prerequisite: History 410 or equivalent. Open
to uppers and seniors. Offered: winter term.
HIS430: UNITED STATES HISTORY, 1941 TO THE
PRESENT
This course begins with U.S. involvement in World
War II. Emphasis is given to the Cold War and rising
global involvement of the United States. Other topics
include the Civil Rights movement, the social and
political turmoil of the 1960s, the dual crises of Vietnam
and Watergate, the Reagan revolution and issues
of the contemporary world. A term paper, based on
independent research, is required to pass the course.
Prerequisite: History 420 or equivalent. Open to uppers and
seniors. Offered: spring term. A student must pass all three
U.S. History courses to satisfy the diploma requirements.
■
500-Level Courses Some courses numbered in the 500s may have one less
class meeting per week, as determined by the individual
instructor.
HIS502: GLOBAL TOPICS IN WOMEN, GENDER
AND SOCIETY ◆
This course explores the role of gender in shaping humans’
identities and power structures in several 20th-century
circumstances around the world. Questions of political
and legal rights, including emotional equity, public health
and definitions of marriage, as well as social issues, such
as wearing a veil, family concerns, and work inside and
outside the home may be considered. The larger goal is
to compare how gender distinctions have shaped human
experiences across different cultures in the past century.
Our readings will include historical and journalistic sources.
This course will conclude with a discussion of what we learn
about gender in society from the experience of transgender
individuals. Open to seniors. Offered: spring term.
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HIS503: WORLD WAR AND EUROPEAN SOCIETY,
1890 TO 1945
HIS508: UNDERSTANDING VIOLENCE, WAR AND
PEACE: A HISTORICAL APPROACH
At the pinnacle of its power and confidence at the start
of the 20th century, Europe could not have imagined the
crises, mainly of its own making, that it would face between
1914 and 1945. In this course, we examine the era when
Europe was shattered by two world wars, an unprecedented
international depression, and the rise of totalitarian states
in the Soviet Union and Nazi Germany. We examine why
Europeans cheered for the Great War when it began in 1914,
and how four years of industrial warfare and diplomatic
failures contributed to catastrophes that followed. We then
explore European culture during the interwar period called
the Age of Anxiety, the Russian Revolution under Lenin and
Stalin, the floundering of the democracies, and the rise of
Hitler and Mussolini. We give considerable focus to World
War II and the Holocaust. Open to seniors. Offered: fall term.
This course is intended to introduce and develop a student’s
understanding of three interrelated but analytically distinct
phenomena: violence, war, and peace. By utilizing various
disciplinary branches, it discusses the history of these
subjects across the globe focusing on both ancient and
modern history. Students are introduced to fundamental
constructs about the relationship of justice to violence and
warfare examining the concepts of jus ad bellum, jus in bello
and jus post bellum. In order to develop a full appreciation
of this ethical construction, students will be introduced
to historical studies and primary documents that have
emerged out of the fields of anthropology, ethics, philosophy
and sociology to understand the history of how humans,
tribes, and nations have understood their rights in killing
other human beings. More recent studies, such as the Seville
Statement on Violence and its related critiques, help us
to explore explanations of violence as they emerged out
of the developing discipline of psychology. Implementing
non-Western perspectives, this course challenges students
to think systemically about peace beyond commonly held
expressions that it is simply an interim between wars. These
studies coupled with readings from current specialists in
the field help to frame a discussion that is highly relevant
to today’s world: Are humans naturally violent? How do
societies avoid violence and garner peace? What role does
technology play in shaping violent behavior? Can justice
be garnered through the use of violent means? To what
degree is peace a realistic possibility in a highly globalized
world? Rather than treating these subjects chronologically,
this course develops a thematic orientation to these
topics. Readings will be supplemented by occasional film
studies throughout the term. Finally, through a selected
number of case studies, students will examine diplomatic
issues and international systems that lend themselves to
fostering war and peace in modern times. Offered: winter term.
HIS504: EUROPE SINCE 1945
Once the region of geopolitical domination, Europe after
World War II was forced to rebuild and redefine its place in
a rapidly shifting world. This course examines the change
in Europe’s position as it contended with the Cold War’s
series of freezes and thaws; economic, political and social
developments, such as the student revolts of the 1960s;
and the dramatic decade of the 1980s with Thatcherism,
Gorbachev, the fall of the Berlin Wall and communism.
Topics analyzed include modern leadership in Germany,
Great Britain and France; the Soviet Union from Stalin
through its collapse; Eastern Europe’s transition from
communism, and the European Union. We will conclude by
examining Europe’s current position in the contemporary
world. Open to seniors. Offered: winter term.
HIS506: CAPITALISM AND ITS CRITICS
This course provides a survey of the origins and evolution of
capitalism in a global world up to the present, with emphasis
on the political economies of the West. Students examine
the ideas of the great political economists such as Adam
Smith, David Ricardo, Thomas Robert Malthus, Karl Marx,
J.M. Keynes and Friedrich von Hayek, as well as trace the
progression of modern industrial economies in Europe and
the United States. The course ends with an analysis of the
2008 financial crisis and the Occupy movement. Open to
seniors. Offered: fall term.
HIS550: AMERICAN POLITICS AND PUBLIC POLICY
This course introduces students to the unique process by
which American governments develop policies to address
the nation’s most significant problems. In addition to
studying specific policy issues, students will read about
Congress and the presidency, political parties, elections,
ideologies, the role of media and the psychology of politics.
Each student will research one policy issue and make a
formal presentation to the class. History 550 does not fulfill
the U.S. or the non-U.S. history requirement. Open to seniors.
Offered: fall term.
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HIS553: LAW AND AMERICAN SOCIETY
HIS558: GENOCIDE IN THE MODERN WORLD ◆ This course provides students with an introduction to
the American legal system and to the development of
American constitutional law. Historic Supreme Court
decisions and legal case studies will be used to develop
an in-depth understanding of the historical background
and present-day constitutional controversies over such
topics as free speech, censorship, abortion, workplace
discrimination, affirmative action and the rights of the
accused. Practitioners from the fields of law and criminal
justice will provide an added dimension to the course.
History 553 does not fulfill the U.S. or the non-U.S. history
requirement. Open to seniors. Offered: spring term.
This course studies the history of genocide in the 20th
and 21st centuries, exploring both the patterns and unique
circumstances of this important global issue. Students read
and hear from historians, victims and perpetrators. Likely
case studies are the Holocaust, Cambodia, the Balkans,
and Rwanda, with time set aside for research into events
determined by student interest. Students study root causes,
including economic, political and social factors that permit
the occurrence of genocide; assess international responses;
and evaluate attempts at reconciliation, including justice
systems and community reactions. The comparative
nature of the course creates a framework to draw broad
lessons about what leads to genocide in the modern world;
enables us to assess the behavior, actions and inaction of
the various groups involved; and pushes us to consider how
these lessons could be applied to prevent such crimes in the
future. Offered: spring term.
HIS554: IMPERIAL RUSSIA
This course surveys Russian history to the beginning of the
collapse of the Tsarist regime in World War I. After studying
autocracy and orthodoxy in Old Russia and westernization
under Peter the Great, students focus on the 19th century.
Emphasis is placed on the impact of the French Revolution
and the Napoleonic Wars, the reaction under Nicholas I,
the emergence of the revolutionary tradition, and the rise
of Marxism. Special attention is given to Russian literature.
HIS555: 20TH-CENTURY RUSSIA
This course is an introduction to contemporary Russia,
beginning with a study of the revolutions of 1917. Topics
studied are Marxist-Leninist theory in practice, Stalin’s
dictatorship and the rise of Russia as a world power,
Russia’s role in World War II, the Cold War, change and
reform from Stalin through Gorbachev, and the period
following the collapse of the Soviet regime. Open to seniors.
Offered: spring term.
HIS556: WHY ARE POOR NATIONS POOR? ◆ This course will examine the plight of developing nations.
Students will explore why the quality of life of these
countries’ citizens remains, in the aggregate, so low and
their choices so limited. Topics to be considered include the
historical legacy of colonization, cultural and social issues,
geography and climate, agriculture and famine, human
capital, governance and corruption, and foreign aid, debt
and trade. Case studies will be examined comparing various
nations in Latin America, Africa and Asia. Open to seniors.
HIS560: THE GLOBAL COLD WAR — NATIONALISM
CONFRONTS IMPERIALISM ◆
The Cold War has usually been discussed as a conflict
of the two superpowers after World War II — the United
States and the Soviet Union — and as an ideological conflict
between capitalist democracy and communism. More
recently, historians have begun to imagine the Cold War
not merely as a two-sided conflict, but rather as a global
tension that affected nearly every nation of the world. The
Cold War coincided with the end of colonization and height
of independence movements in the “Third World,” and as
nations struggled to gain freedom from former imperial
powers, they also struggled to remain independent from
(or form alliances with) the remaining global superpowers.
The United States and the Soviet Union also competed to
gain allies among newly formed countries, with each trying
to halt the spread of the other’s ideology and influence. As
a result, the Cold War was “fought” on a world stage, with
“proxy wars” occurring in a number of countries throughout
the globe, and Western powers struggling for influence
within nationalist independence movements. No nation was
unaffected by the Cold War. This course explores the history
of the Cold War through this global lens. Particular areas of
focus will include China and Southeast Asia; decolonization;
and independence movements in Africa, the Middle East,
Latin America, and Eastern Europe. Students will have the
opportunity to research the impact of the Cold War on a
particular country of their choice. Offered: spring term.
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HIS563: VULNERABLE CONQUERORS: HUMANS AND
THE ENVIRONMENT ◆
What drives human history? To a great extent, the pivotal
factors lie beyond human control: climate, geography, soils,
microbes, plants and animals. This course examines the
interactions between people and the natural world, over
time. In struggling to master an often hostile environment,
human societies have had an ever-increasing impact
on the planet, and apparent success has often ended in
failure. The course begins with the emergence of humans
in the Paleolithic era and then explores the invention of
agriculture, the emergence of global trade and migration
networks, the discovery of the New World, and the
Industrial Revolution. Students examine in depth one
instance of humans managing — or mismanaging — a
natural resource, and conclude the course with a close look
at 20th-century trends and the future we collectively face.
A core theme is the paradoxical nature of humans: their
impressive ability to innovate, coupled with their talent
for destroying the world around them. Open to seniors.
HIS565: MODERN CHINA ◆
This course examines China’s dramatic recent history
through multiple lenses: historical survey, biography,
memoir, film and journalism. We begin by identifying
key themes and questions to guide our study. Then we
move back in time to the 19th century, when contact with
Westerners provoked war and internal rebellions. We
examine the decline and eventual collapse of the imperial
dynastic system, the rise of warlordism, an experiment
in weak republican government, the prolonged civil war,
China’s role in World War II, the founding of the People’s
Republic, the thought and governance of Mao Zedong, the
economic and social reforms of Deng Xiaoping, and China’s
entry into the global marketplace. The last part of the course
utilizes a variety of current sources to address the major
issues facing China in the 21st century. Open to seniors.
HIS566: MODERN LATIN AMERICA ◆ This course examines how modern social and political
institutions developed in the region that includes Central
and South America and the Caribbean. We begin by
questioning why such diverse places are imagined as a single
region. We explore how colonialism shaped the region and
how independent nations emerged from European political
control in the early 19th century. Through a series of case
studies, we then examine selected social, political and
economic issues that shaped Latin America in the 19th and
20th centuries. Open to seniors. Offered: spring term.
HIS567: THE MAKING OF MODERN JAPAN ◆
This course traces the development of Japan from
an isolated country under feudalism to a modern,
industrialized country. The story begins with the Meiji
Restoration and westernization. Students then study how
Japan’s movement to ultranationalism paved the way to
Pearl Harbor and Hiroshima. Post-Occupation Japan is then
studied topically: economic development, social change,
political issues and Japan’s international role. Open to seniors.
Offered: fall term.
HIS577: MODERN AFRICA ◆
This course examines the causes and effect of the crisis
of state and development that has engulfed Africa since
independence. The course begins with a critical look at
the impact of the colonial heritage. Students then study
the African and Pan-African nationalist movements for
liberation. Next, students undertake an in-depth inquiry
into the nature of the crisis of state and development
in Africa, and the various attempts at mitigation. The
course concludes with an evaluation of the theoretical
considerations for a way out of the crisis. Open to seniors.
HIS586: CONTEMPORARY MIDDLE EAST ◆ The course begins with the breakup of the Ottoman Empire
and examines the rise of Arab nationalism and the struggle
against foreign domination. The strategic and economic
importance of the region is studied along with the founding
of Israel; the continuing conflict among Jews, Arabs,
and Christians; and the rise of Islamic fundamentalism.
Particular emphasis is placed on understanding the ArabIsraeli conflict. Open to seniors. Offered: fall term.
HIS587: PERSECUTING DEVIANCE: A HISTORY
OF DEMONS, SORCERY AND WITCHCRAFT,
1100 TO 1700 ◆
This course introduces students to the phenomena of
witchcraft, sorcery, magic and voodoo. Beginning in Babylon,
the course orients students to an understanding of these
subjects as practiced in the premodern world. With this
conceptual foundation, students gain an understanding
of the categorization of witchcraft and other questionable
or deviant practices during the Middle Ages through the
Age of Enlightenment. As these forms of Western thinking
spread throughout the globe on the waves of imperialism,
Europeans encountered practices of indigenous cultures that
they classified as taboo or dangerous. Buttressed by a cosmic
view of good and evil, Westerners sought to persecute such
behaviors, attributing them as manifestations of the devil’s
minions. This course exposes students to the theoretical
debates and historical contexts where violent exchanges
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often took place in regions such as Africa, Asia and Latin
America. Among the topics considered are the relationship
of institutional power to societal beliefs in the supernatural;
social constructions of purity, taboo and danger; gender roles
and behavioral norms; categories of magic; curative practices;
and the categorization of “madness” or mental disorders.
Our study will conclude with an examination of the notorious
events of 1692 that occurred in nearby Salem, Massachusetts,
an episode that continues to fascinate scholars and challenge
our thinking about the “deviant” past. Offered: fall term.
HIS590: SPECIAL TOPICS IN HISTORY
The topic of this course will change year to year. The special
topics course for 2016-17 will be:
HIS590: LGBT HISTORY, POLITICS AND CULTURE
Until relatively recently, individuals who might currently
identify as lesbian, gay, bisexual, or transgender have
lived hidden lives, rarely expressing their sexual or gender
identities to the public. The past 30 years have seen a sea
change in American cultural understanding and acceptance
of LGBT identities and same-sex relationships. However,
the history of LGBT individuals has rarely been considered
in the broader narrative of American history. This course
will study the history of the development of gay, lesbian,
and transsexual/transgender identities, the fight for gay
rights, and the evolution of social and cultural norms that
have allowed for new acceptance of same-sex marriage
and transgender individuals. The course will focus on 20th
century America, but will also consider same-sex sexuality
in other countries and time periods, and will also include
readings on current topics in LGBT politics and culture.
History 590 does not fulfill the U.S. or the non-U.S. history
requirement. Offered: winter term.
HIS600: SENIOR RESEARCH SEMINAR
This advanced seminar for seniors will offer students the
opportunity to conduct work similar to that of professional
historians. Students will choose a research topic, conduct
primary research in available archives, and write a
publishable-length (approximately 25 pages), original
research paper, similar to the quality of papers published
in scholarly journals. For the most part, students will work
independently on their own research projects. In addition
to consulting primary and secondary sources available
online or through the school’s library, students have the
opportunity to conduct archival research. Students will
complete smaller assignments such as a research proposal,
an annotated bibliography, a detailed outline, and a full
draft of their paper prior to the completion of the final
assignment. While students will be allowed to choose their
own research project with the approval of the instructor,
they will also engage with the research of their classmates in
class meetings; in workshops, students will read the drafts
of others’ work and provide comments and suggestions.
Prerequisite: History 430 or equivalent. Students must complete
an application for this course and then receive departmental
approval. This course does not fulfill the U.S. or non-U.S.
History requirement. Open to seniors. Offered: winter term.
Limited to 10 students.
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Mathematics
The goal of the Mathematics Department is that all of
our students understand and appreciate the mathematics they are studying; that they can read it, write
it, explore it and communicate it with confidence; and
that they will be able to use mathematics as they need
to in their lives.
We believe that problem solving (investigating,
conjecturing, predicting, analyzing, and verifying),
followed by a well-reasoned presentation of results,
is central to the process of learning mathematics, and
that this learning happens most effectively in a cooperative, student-centered classroom.
We see the following tenets as fundamental to our
curriculum:
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that algebra is important as a modeling and
problem-solving tool, with sufficient emphasis
placed on technical facility to allow conceptual
understanding;
that geometry in two and three dimensions be
integrated across topics at all levels and include
coordinate and transformational approaches;
that the study of vectors, matrices, counting,
data analysis and other topics from discrete
mathematics be woven into core courses;
that computer-based and calculator-based
activities be part of our courses;
that all topics be explored visually, symbolically
and verbally;
composed problems for nearly every course that we
offer. The problems require that students read carefully,
as all pertinent information is contained within the text
of the problems themselves — there is no external annotation. The resulting curriculum is problem-centered
rather than topic-centered. The purpose of this format
is to have students continually encounter mathematics
set in meaningful contexts, enabling them to draw, and
then verify, their own conclusions. As in most Academy classes, mathematics is studied seminar-style,
with students and instructor seated around a large
table. This pedagogy demands that students be active
contributors in class each day; they are expected to ask
questions, to share their results with their classmates
and to be prime movers of each day’s investigations.
The benefit of such participation in the students’ study
of mathematics is an enhanced ability to ask effective
questions, to answer fellow students’ inquiries, and to
critically assess and present their own work. The goal is
that the students, not the teacher or a textbook, be the
source of mathematical knowledge.
Note: Math courses through MAT310/311, MAT410,
MAT420, MAT430, MAT41C, MAT42C, MAT43C, and
most Transition Mathematics courses, meet during the
reserve formats, thus meeting approximately 10 more
times per term than other courses.
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Transition Mathematics
In order to merge new students into our mathematics
program, we offer transitional courses to help students
adjust to seminar-table methodology and our problembased curriculum, and to fill gaps and cope with varied
backgrounds. This is necessary because:
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that developing problem-solving strategies
depends on an accumulated body of knowledge. ››
Our intention is to have students assume responsibility for the mathematics they explore — to understand
theorems that are developed, to be able to use techniques appropriately, to know how to test results for
reasonability, to learn to use technology appropriately
and to welcome new challenges whose outcomes are
unknown. To implement this educational philosophy,
members of the PEA Mathematics Department have
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Our precalculus offerings are integrated across
the standard boundaries of algebra, geometry and
trigonometry;
Much of the content of our courses is nontraditional;
Word problems are the foundation of our curriculum.
Introductory courses give students and instructors
additional information to determine placement for the
following term. Typically, transitional courses last one term,
but some extend for two or even three terms. Initial course
m at h e m at i c s
assignments are determined by the department’s committee
on placement after reviewing each student’s academic
background, a mathematics questionnaire completed after
acceptance, scores on standardized tests, and, in some
cases, performance on placement tests.
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Transition 1 Mathematics
This transition option is for students with algebra experience,
but little or no background in geometry. Students are placed
in one of the following three courses in the fall term.
MAT11T is for students who need a full year of algebra. It
promotes to MAT120 in the winter and then to MAT130 in the
spring. Meets during the reserve format.
MAT12T enables students to study two terms of algebra to
enhance their skills and normally promotes to MAT130 in
the winter, followed by MAT210 in the spring. Meets during
the reserve format.
MAT13T is for students with a secure grasp of algebra, and
it normally promotes to MAT210 in the winter. Meets during
the reserve format.
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This transition option is for students with one or more
years of algebra and one full year of geometry. Similar to
the 200-level courses, these courses feature the study of
geometry tied to algebra processes. Depending on their
academic backgrounds, students are placed in one of the
following three courses during the fall term.
MAT21T, a course for juniors, promotes to either MAT220
in the winter (and then MAT230 in the spring) or MAT23X,
an accelerated course (which normally promotes to either
MAT310 or MAT311 in the spring). Meets during the reserve
format.
MAT22T normally promotes to MAT230 in the winter and
to either MAT310 or MAT311 in the spring. Meets during the
reserve format.
MAT23X, an accelerated course, normally promotes to
either MAT310 or MAT311. Meets during the reserve format.
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This option provides a two- or three-term transition for
students with three full years of high school mathematics.
MAT31T and MAT34T are primarily for entering uppers.
MAT31T/32T provides a two-term transition into our
300-level courses (advanced integrated mathematics) in
the fall and winter, respectively, and normally promotes to
MAT330 in the spring. Meets during the reserve format.
MAT34T/41T provides a two-term transition as a bridge
between our 300- and 400-level courses (calculus) in the
fall and winter, respectively, and normally promotes to
MAT420 in the spring. Meets during the reserve format.
MAT31X/40X/41X, a three-term, highly accelerated
course, covers a vast breadth of precalculus topics and
ends with an introduction to differential calculus. The
pace is demanding and the problems that students
will encounter are challenging. For students who have
completed a study of precalculus mathematics, some topics
will be familiar, though likely presented in novel contexts;
other ideas and techniques will be new. Open to juniors
and lowers only, through strong performance on placement
tests and approval of the department. Meets during the
reserve format.
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This is a year-long course for students who have finished
four years of high school mathematics. The goal of this
sequence is to review and reinforce the precalculus
mathematics students have previously seen, while
introducing new concepts and techniques central to our
problem-solving curriculum.
MATTR4 is a year-long course for students who have
finished four years of high school mathematics. The goal
of this sequence is to review and reinforce the precalculus
mathematics students have previously seen, while
introducing new concepts and techniques central to our
problem-solving curriculum. This course is designed to
prepare students for the study of calculus in college. Meets
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MAT11T/120/130: ALGEBRA
These courses develop facility in working with numbers, tables,
equations, inequalities and graphs. The focus is on solving
word problems and reading carefully, and thus the building
of algebra skills stems from the need to solve problems in a
context, rather than from drill and practice for its own sake.
Students learn how to use the graphing calculator appropriately
as an effective problem-solving tool. In addition, students
may do a number of hands-on labs that require them to collect
data, make conjectures and draw conclusions. Topics covered
include equations and graphs that are linear and quadratic,
distinguishing linear data from nonlinear data, inequalities, the
basic rules of exponents, and other traditional Algebra I topics.
Meets during the reserve format.
MAT210/220/230: INTEGRATED MATHEMATICS
The 200-level courses are geometry courses tied to
algebraic processes. Students investigate lines, polygons and
vectors, in both two and three dimensions. Right-triangle
trigonometry is introduced, as are circles and parabolas,
the latter viewed from a focus directrix definition. Linear
motion is explored, leading to the use of parameters to
describe that motion and to an ongoing investigation of
optimal paths of travel, an exploration motivating the
frequent use of graphing calculators. A dynamic vision
of geometry is further encouraged by viewing similarity
and congruence through transformations. A study of the
concurrence of special lines in a triangle allows for linear
data analysis by the use of median-median lines. Meets
MAT310/320/330/400: ADVANCED INTEGRATED
MATHEMATICS
The purpose of the 300-level courses is to enable students
to expand their view of algebra and geometry to include
nonlinear motion and nonlinear functions. The investigation
encompasses circular motion and the functions that
describe it, ellipses and hyperbolas, exponential and
logarithmic functions, dot products and matrices, and
geometry on the surface of the Earth. In particular,
logarithms are used to straighten nonlinear data; and
matrices are used to describe geometric transformations
and various patterns of growth. In preparation for
400-level mathematics, two strands are introduced: first,
combinatorics and recursion, leading to the binomial
theorem; second, approximation behavior, especially
instantaneous rates of change and slopes of nonlinear
graphs. MAT310 meets during the reserve format.
MAT311/321/401: ADVANCED INTEGRATED
MATHEMATICS — ENRICHED
These courses cover the material of MAT310/320/330/400
in greater depth and at an accelerated pace. Prerequisite:
Permission of the department. MAT311 meets during the
reserve format.
MAT410: INTRODUCTION TO CALCULUS
Amid a rich interplay of precalculus concepts, the study of
calculus officially begins. Topics include complex numbers,
polar coordinates, probability, recursion, functional notation,
slope, velocity, asymptotes, the fundamental constant e, the
Euler identity and applications of the preceding. Prerequisite:
MAT400 or its equivalent. Meets during the reserve format.
MAT411: INTRODUCTION TO CALCULUS — ENRICHED
This course covers the material of MAT410 in greater
depth and also does some additional problems. Prerequisite:
Permission of the department.
MAT420/430/510/520: CALCULUS
This four-term sequence presents a comprehensive and
inductive approach to calculus. Working within contexts
whenever possible, key concepts are developed with
applications in mind. Students learn to read the language
of differential equations, and to appreciate that the two
principal divisions of calculus — differential (rate problems)
and integral (accumulation problems) — are unified by
the Fundamental Theorem of Calculus. Students who are
enrolled in 430 or higher in the spring will be prepared to
take the AB Advanced Placement examination. Students who
are enrolled in 520 will be prepared for the BC examination.
In preparation for the examination, MAT430 and MAT520
classes during the spring term may meet during the reserve
formats before the examination and fewer times per week
after. Prerequisite: MAT410 or permission of the department.
MAT510 and 520 will be offered when numbers permit.
MAT420/430 meet during the reserve format.
MAT421/431/511/521: CALCULUS — ENRICHED
This four-term sequence covers all the material of the
420/430/510/520 courses, with additional applications and
explorations, and in greater depth. Working within contexts
whenever possible, key concepts are developed with
applications in mind. Students learn to read the language
of differential equations, and to appreciate that the two
principal divisions of calculus — differential (rate problems)
and integral (accumulation problems) — are unified by
the Fundamental Theorem of Calculus. Students enrolled
in 431 or higher in the spring will be prepared for the AB
m at h e m at i c s
Advanced Placement examination; students in 521 will be
prepared for the BC examination. In preparation for these
examinations, MAT431 and MAT521 classes in the spring
term may meet during the reserve formats prior to the
examination and fewer times per week after. Prerequisite:
MAT41C/42C/43C: CALCULUS — A LAB APPROACH
This three-term sequence of courses covers topics from
differential and integral calculus. The problem-centered
curriculum is built around weekly labs that emphasize
graphical and numerical investigations. The focus of these
investigations is to develop understanding of essential
calculus concepts and their symbolic representations.
Throughout the problem sets and labs, students are also
expected to explore and write about the calculus ideas
they encounter. Prerequisite: MAT400 or permission of
the department. This course is intended primarily for
seniors. Students who complete MAT41C/42C/43C may
not elect MAT410 through MAT521. Students who complete
MAT410, MAT411, MAT420 or MAT421 may not enter into
this sequence. The prerequisite for MAT42C is MAT41C; the
prerequisite for MAT43C is MAT42C. Offered: MAT41C: fall
and winter terms; MAT42C: winter and spring terms; MAT43C:
spring term. MAT41C/42C/43C meet during the reserve format.
MAT40D: TOPICS IN DISCRETE MATHEMATICS
The topics for this course depend on the interests of
the instructor, and are usually drawn from everyday
experience. They have included fair-division problems,
such as apportioning the House of Representatives; network
problems, such as map-coloring, scheduling, minimalcost spanning trees, and the traveling salesman; various
methods for extracting group preferences from election
data; and quantifying the effect that coalitions have
on voting power. Prerequisite: MAT330 or its equivalent.
Offered: fall and winter terms.
MAT40H: HISTORY OF MATHEMATICS
This is a one-trimester course focusing on the historical
development of mathematical ideas, the role of individual
character and culture in the advancement of mathematics,
and the historical context of major discoveries and changes
of viewpoint. Major themes of the course include: the
development of mathematics in non-Western cultures, the
development of geometry and number theory, the Platonic/
Pythagorean synthesis and the study of harmony, the
algebraic synthesis of geometry and the early development of
algebra, the arithmetization of analysis, and the development
of the number concept from ancient to modern times. Both
mathematics and writing will be utilized in this course and
each student will choose a topic for an expository paper.
Prerequisite: MAT330 or its equivalent. Offered: spring term.
MAT40M: MATHEMATICAL MODELING AND
APPLICATIONS
In this course, students explore the potential of mathematics
for formulating, analyzing and interpreting models in order
to solve problems. They study and create models, analyze
the assumptions in setting up these models and test the
models against real-world data. Students use computers
as a tool, although no special computer experience is
necessary. Data analysis, graphs, spreadsheets, computer
models and geometry are some of the modeling tools that
are utilized. Prerequisite: MAT330 or its equivalent. Offered:
fall and winter terms.
MAT40S: INTRODUCTION TO STATISTICS
This one-term course provides an overview of the questions
addressed by statisticians. Students will discuss where
data comes from, such as polls, surveys and experiments;
they will study how to organize data and infer relationships
between variables. Students will study enough probability
to be able to discuss the role of chance and randomness
in outcomes. In addition, they will decide how closely
the results of polls actually mirror reality and how far the
results of experiments can be extrapolated to the wider
world. There will be many activities in class, and students
will use the computer and calculator to display and
analyze the data. Prerequisite: MAT330 or permission of the
department. Students who complete MAT40S may not elect
MAT41S/42S/43S. Preference will be given to seniors.
Offered: fall and spring terms.
MAT41S/42S/43S: STATISTICS
This sequence of courses is offered fall (MAT41S), winter
(MAT42S) and spring (MAT43S).
MAT41S covers the basic principles of descriptive statistics.
One-variable topics include graphical representations
of data, measures of central tendency and measures of
variability. Two-variable data analysis is based on linear
regression. Other topics include probability distributions,
sampling techniques, binomial distributions and
experimental design. We emphasize the application of
statistical techniques to real-world situations. Both the
computer and the calculator are integral to the course.
During the spring, the course also looks at the principles
of hypothesis testing, including non-parametric methods
used in the social sciences. Prerequisite: MAT330 or its
equivalent. Students who complete MAT40S may not elect
MAT41S/42S/43S.
MAT42S extends MAT41S by covering topics in
inferential statistics, including confidence intervals, tests
of significance and statistics in decision-making. We draw
problems from the biological and physical sciences, political
science, and sociology. Prerequisite: MAT41S.
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MAT43S builds on the principles of MAT41S and 42S,
including more in-depth studies of probability theory.
Student-designed projects, based on the statistical
procedures learned in the previous courses, constitute
important components of the course. This course completes
students’ preparation for the Advanced Placement exam in
Statistics. In preparation for this examination, classes will
meet during the reserve format before the test and fewer
times per week after. Prerequisite: MAT42S.
MAT610/620: MULTIVARIABLE CALCULUS
This two-term sequence re-examines the differentiation
and integration processes, and investigates topics such
as partial derivatives, level curves and gradients, moving
frame description for space curves, the analysis of
critical points, double and triple integrals, line integrals,
vector analysis, the classical quadric surfaces, Lagrange
multipliers, cylindrical and spherical coordinates, and
Jacobian matrices. Prerequisite: MAT520/521 or permission
of the department.
MAT640: LINEAR ALGEBRA
MAT640 is an introduction to the theory of linear algebra,
the study of systems of linear equations and their solutions.
The interplay between algebra and geometry affords
powerful and quite different insights into the subject.
Topics include: Gaussian elimination, matrices and
geometric transformations, eigenvectors and eigenvalues,
diagonalization, and discrete dynamical systems. Although
there are some applications, this course is quite abstract.
Prerequisite: MAT520/521 or permission of the department.
MAT700: FOUNDATIONS OF ABSTRACT
MATHEMATICS
This course constitutes a bridge between calculus and
theoretical, proof-based courses such as real analysis,
abstract algebra and set theory. The emphasis is on
understanding and mastering increased levels of rigor,
dealing with mathematical notation, and learning how to
write, present and analyze proofs. Course content includes
axiomatic systems, the principle of mathematical induction,
proof by contradiction, existence principles, mathematical
logic, elementary set theory, countable and uncountable
sets, bijections between sets, combinatorics, and abstract
structures and isomorphism. Prerequisites: MAT520/521 or
permission of the department. Offered: fall and spring terms.
Selected Topics in Advanced
Mathematics
■
For advanced students, the Mathematics Department
offers special courses that feature topics typically taught in
college. Since this material can be presented with varying
levels of formality, we have created two different settings
for such courses, MAT690 and MAT790. The specific topics
for these courses vary from year to year and are dependent
upon the interests and backgrounds of the students
involved. Past topics for such courses have included abstract
algebra, topology, combinatorics, geometry of polyhedra
and surfaces, number theory, differential equations,
mathematical physics, advanced Euclidean and nonEuclidean geometry, fractals, and game theory.
MAT690: SELECTED TOPICS
The topics in MAT690 will be studied with an emphasis
on intuition and computational facility. At the same time,
one should note that commitment to pursue difficult
mathematical ideas is a necessary quality for doing well.
While some theorems and their proofs will be examined, the
level of abstraction will be appropriate to an introductory
course in advanced material. Prerequisite: MAT520/521 or
permission of the department.
The topics in MAT790 will be presented and developed with
the full formality of modern mathematics. The mathematics
presented will be characterized by rigor and depth and
developed in an abstract manner. The student is expected
to be able to read an advanced mathematics text and
follow a presentation oriented around theorems and their
proofs. Students may be expected to do some creative
work in deriving mathematical results and presenting
them in a rigorous fashion. Prerequisite: MAT700 or
permission of the department.
Although the Mathematics Department at
PEA makes frequent use of tablet apps in the
Exeter mathematics curriculum, students still
need to have a hand-held graphing calculator.
Calculators are also frequently used in science
classes and on standardized tests. If a new
student already has a graphing calculator, it is
not necessary to purchase another calculator.
For any student who does not have a graphing
calculator, the Mathematics Department
recommends purchasing a TI-NSPIRE CX CAS
graphing calculator.
Modern Languages
The courses in modern languages aim to develop all the
basic skills — aural comprehension, speaking, reading
and writing — and to provide students with an understanding and appreciation of a culture other than their
own. The foreign language being studied is used in
the classroom from the beginning. Students acquire a
working knowledge of essential grammatical structures
and learn to speak and understand the language; at the
higher levels, they develop their ability to read, analyze
and discuss literary works, contemporary texts and films.
Entering students may wish to continue studying a
language begun at their previous schools. Placement
will be done by evaluating previous experience in the
language and may include a test and/or interview. On the
other hand, many students begin a new foreign language
at this point in their education. Because daily assignments in all classes are limited to a fixed time scheme,
no language entails more work than another, and the
range of grades that students receive is the same in all
languages offered by the department. Consequently,
students should choose the language that interests
them the most.
The study of Chinese, French, German, Japanese,
Russian or Spanish may be begun in any year. A two-term
accelerated sequence beginning in the winter is offered
in Japanese; this accelerated Japanese course covers
the work of the first year in two terms. The accelerated
two-term sequence in Italian and the three-term
sequence in Arabic are for seniors only. College-level
accelerated courses offered in German and Russian
cover the material of two years in one. They are
especially appropriate for incoming uppers and seniors
who seek a solid preparation in a foreign language
before going to college.
As technology plays a greater role at the Academy, the
Modern Languages Department has integrated authentic and computer-based materials into its curricula.
All language classes make use of multimedia software
developed by faculty members in the department; other
classes use commercially produced programs such as
podcasts, blogs and materials readily available on the Internet to supplement the department’s teaching approach
to bring authentic and relevant resources into the classroom. Email and computerized assignments are a regular
part of the learning experience in the department.
All students are encouraged to consider the study of
more than one foreign language while at Exeter. Seniors
who have exhausted all the offerings in a particular
language may petition the department for a field course
after having secured the willingness of an instructor to
serve as teacher of the course. The department reserves the right to approve or reject any field course
proposal. Staffing constraints may override the worthiness of a particular proposal. Written permission from
the department chair is required to register for a field
course.
The Department of Modern Languages encourages students to participate in the Academy’s long-established
one-term study abroad study programs with host family
homestay. For each language leading to the diploma
requirement in modern languages (Chinese, French,
German, Japanese, Russian and Spanish), Exeter’s term
abroad program can be seamlessly incorporated into a
student’s curriculum and further enhance their global
awareness and linguistic readiness.
Note: All modern language courses through Language
230, with the exception of the accelerated Italian course,
meet during the reserve format. Studies in French Cinema and Hispanic Cinema also meet during the reserve
format.
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Arabic
ARA111/121/131: ACCELERATED ARABIC FOR SENIORS
This sequence of courses is offered fall (ARA111), winter
(ARA121) and spring (ARA131). This intensive threeterm sequence introduces students to the phonology
script and syntax of Modern Standard Arabic. Students
will concentrate on developing the four skills of reading,
speaking, listening and writing. Texts will be supplemented
with cultural materials representative of contemporary
Arabic media and will include newspapers, magazines and
videos. This course is open only to seniors. Students will be
selected on the basis of proven linguistic abilities. Prerequisite:
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Chinese
CHI110/120/130: ELEMENTARY CHINESE
This sequence of courses is offered fall (CHI110), winter
(CHI120) and spring (CHI130). This sequence is an
introduction to spoken Mandarin Chinese using the Pinyin
system of Roman letters. Students learn to converse simply
and are introduced to the writing of Chinese in traditional
characters. Considerable oral practice and frequent written
exercises lead students to a mastery of the grammar and the
tones of Chinese. By the end of the second term, students
have mastered about 300 characters and are reading simple
Chinese character texts. Consideration is given to Chinese
brush pen writing, art, history and other cultural aspects of
modern China.
CHI210/220/230: INTERMEDIATE CHINESE
(CHI220) and spring (CHI230). This sequence continues
the study of written and oral Chinese from the first year.
The students are introduced to the writing of simplified as
well as traditional characters, and progress to more-difficult
readings and a broadening of vocabulary. Students read
advanced beginner’s texts written in both simplified and
traditional characters. By the end of the first term, students
have learned to use a Chinese dictionary; by the end of the
third term, they can recognize 600 characters.
CHI111/221/231: ACCELERATED CHINESE
(CHI221) and spring (CHI231). This three-term sequence
presents the material of the first two years of the Mandarin
Chinese program and promotes to CHI 310 in the fall.
This course is designed for students with previous oral and
written experience in Chinese. It is expected that students
will know 600 characters by the end of this sequence.
Prerequisite: Placement test and permission of the department.
CHI310/320/400: ADVANCED CHINESE
(CHI320) and spring (CHI400). This sequence of three
courses carries out a systematic review of grammar.
Exercises are supplemented with extensive written work
and reading. Active vocabulary is expanded by a variety of
stories and poems in Chinese.
(ACCELERATED)
These courses cover the material of CHI310/320/400
CHI231, placement test and permission of the department.
CHI502/503/504: CONTEMPORARY CHINESE
LANGUAGE AND LITERATURE
(CHI503) and spring (CHI504). This course is designed
for the advanced student who possesses sufficient oral and
writing skills to analyze and discuss contemporary Chinese
short stories and novels. Students also learn to read Chinese
newspapers. This sequence explores a variety of topics,
including advanced conversation, film and contemporary
short stories. Course work is designed to increase skills in
reading, analyzing and discussion. These three courses
prepare students for the Advanced Placement exam in
Chinese. Prerequisite: Chinese 400 or permission of the
department.
CHI521/531/541: CONTEMPORARY CHINESE
LANGUAGE AND LITERATURE (ACCELERATED)
These courses cover the material of CHI502/503/504
CHI400 and permission of the department.
CHI550: CURRENT EVENTS IN THE CHINESE
SPEAKING WORLD
This course explores contemporary issues concerning
Chinese people. Materials may include published essays,
TV programs, films, newspapers and magazine articles.
In this course students will discuss and write a paper for
each topic. Topics include social, economic, political and
environmental issues affecting Chinese communities inside
China and in the Chinese diaspora. Prerequisite: CHI400.
Offered: fall term.
CHI560: CONTEMPORARY CHINESE CINEMA
This seminar course focuses on contemporary Chinese
language films. Course curriculum includes film viewing,
reading of film scripts and critiques, analytical discussion,
and writing on related topics such as characterization, plot,
themes and societal background. Possible films include
Farewell My Concubine (1993), To Live (1994) and Shower
(1999). Prerequisite: CHI400. Offered: winter term.
CHI570: READINGS IN POST-IMPERIAL CHINESE
LITERATURE (1919-PRESENT)
This advanced course focuses on selected literary works
from Chinese prose and fiction (1919 to present). Possible
authors may include Zhu Ziqing, Lu Xun and Yu Hua.
Students will read authentic literary texts and critiques,
research the historical and cultural background of each work
that is studied, engage in in-depth discussions, and write
essays. Prerequisite: CHI400. Offered: spring term.
CHI590: SPECIAL TOPICS
For advanced students of the language, this course features
topics typically taught in college. The topics for this course
vary from year to year and are dependent upon the interests
and backgrounds of the students involved.
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French
FRE110/120/130: ELEMENTARY FRENCH
This sequence of courses is offered fall (FRE110), winter
(FRE120) and spring (FRE130). This sequence of three
courses introduces students to spoken and written French.
Considerable oral practice and frequent written exercises
lead students to familiarity with the grammar. Reading is
discussed in class, broadening vocabulary and perfecting
oral ability. Texts include Contes dramatiques, Un billet pour
le commissaire and other short readings.
FRE12T: TRANSITION FRENCH 1
For students who have had one or two years of French
in junior high school and/or one year in high school, this
course rapidly reviews pronunciation and basic grammar
and accelerates students in the speaking, reading and
writing programs. The course normally promotes to French
13T or French 210 in winter term. Offered: fall term.
This course completes the review of basic structures and
broadens the speaking, reading and writing programs. This
course normally promotes to French 210 or 220 in the spring
term. Offered: winter term.
FRE210/220/230: INTERMEDIATE FRENCH
complemented by a program of modern readings: Maigret et
le clochard by Simenon; L’oeil du loup by Pénnac; and Le Petit
Prince by Saint-Exupéry.
FRE310/320: ADVANCED FRENCH
This sequence provides a systematic review of French.
Exercises are supplemented with extensive written work.
Vocabulary and grammatical structures are developed
through reading, discussion, and writing about literary
works by such authors as Anouilh, Camus, Roblès and Roch
Carrier. Each course offered: fall and winter terms.
FRE400: THE COLLISION OF WORLDS IN COLONIAL
AND POST-COLONIAL FRANCOPHONE LITERATURE
This course will explore conflicting attitudes about history,
politics, culture, and identity explicit and implicit in
colonial and post-colonial francophone literary production.
Topics may include négritude, oralité, engagement, moeurs,
désillusion, religion, and justice sociale. The course may
focus on specific geographical areas, genres and/or
authors. Students will have the opportunity to enrich their
cultural competence through the study of current events,
documentaries, films and television. Prerequisite: FRE320.
Offered: winter and spring terms.
Note: The following 500-level courses may be taken in any order
after completion of French 400. It is recommended that students
discuss 500-level course selections with their current instructor.
The sequence FRE502/503/504 will focus on the themes
suggested by the AP French course framework and can be taken in
any order after completing FRE400 or any 500-level course.
While FRE502/503/504 emphasizes in particular the topics
of the AP French Language and Culture exam, the French
curriculum in its entirety prepares students to control and
synthesize audio/visual sources and produce spoken and written
interpersonal and presentational modes of communication.
FRE502: INDIVIDUALITY, COMMUNITY, SOCIETY:
ASPECTS OF IDENTITY
This course explores the quest of one’s identity through
facets of Francophone societies. How can culture, customs,
family, gender and language shape and influence identity in
a progressively multicultural society? Readings may include
works by Montaigne, Voltaire, Le Clézio, Gide and Yasmina
Reza. This course provides a special review for the AP
French Language and Culture exam. Offered: fall term.
This sequence of courses is offered fall (FRE210), winter
(FRE220) and spring (FRE230). This sequence continues
the study of spoken and written French begun in French
110/120/130 or French 12T/13T. The fundamental forms
and structures are reviewed. The study of grammar is
65
FRE503: FRANCE AND THE FRANCOPHONE WORLD
IN THE 21ST CENTURY
This course explores contemporary/social issues and global
challenges, technological and environmental, in the Frenchspeaking world. Materials may include essays, short stories,
novels, radio programs, films, podcasts, newspapers and
magazine articles. Readings may include Colette Fellous’
Avenue de France and Alberto Toscano’s Critique amoureuse
des Français. This course provides a special review for the AP
French Language and Culture exam. Offered: winter term.
FRE504: ART, MUSIC AND LITERATURE
This course explores the role of artistic creation and the
concept of beauty from the traditional to the modern, the
role of art to challenge or praise the status quo. This course
provides a special review for the AP French Language and
Culture exam. Readings may include poems by Baudelaire
and Mallarmé, and songs by Georges Brassens and MC
Solaar. Offered: spring term.
FRE550: FRENCH THEATER
This course examines a variety of plays from Molière
to Sartre, focusing on character interaction against the
backdrop of playwright and the period. Possible authors
might also include Racine, Giraudoux, Beckett or
Ionesco. Note: This course will be offered every other year.
Offered: fall term.
FRE552: FROM FOLLY TO REASON
Giants, misers, hypochondriacs, lovesick poets, eternal
optimists — these are but a few of the characters that abound
in this literature course that begins with Rabelais’ Gargantua
and ends with Voltaire’s Candide. Note: This course will be
offered every other year. Offered: winter term.
FRE553: GREAT NOVELS
For those students who want to spend a term with great
French fiction as a mirror of its era; possible great choices
might include Hugo’s Les misérables, Camus’ La peste,
Flaubert’s Madame Bovary, Duras’ Moderato Cantabile,
Maupassant’s Pierre et Jean and Stendhal’s Le Rouge et le
noir. Note: This course will be offered every other year. Offered:
spring term.
FRE554: FRENCH HUMANISM
This course studies selected works by great French writers of
the past and present, such as Rabelais, Montaigne, Molière,
Voltaire, Gide, Sartre, and Camus, whose reaffirmation and
defense of human dignity, or questioning of it, give them
lasting significance. Note: This course will be offered every
other year. Not offered in 2016-2017.
FRE555: REBELS AND REVOLT
This course explores some of the major movements of
the modern era, among which may be existentialism,
the literature of the absurd and the end of colonialism.
Writers such as Camus, Sartre, Beckett and Oyono might be
included in the reading. Note: This course will be offered every
other year. Not offered in 2016-2017.
FRE556: STUDIES IN FRENCH CINEMA
The readings, discussions and writing in this course will
center on a series of French films chosen for their cultural,
historical and artistic value. Students will read scenarios,
source material or summaries of the films and will discuss
and write about characterization, plot, themes, and
geographical and cultural aspects. This course meets during
the reserve format to allow for film viewing. Note: This course
will be offered every other year. Not offered in 2016-2017.
FRE590: SPECIAL TOPICS
For advanced students of the language, this courses feature
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German
GER110/120/130: ELEMENTARY GERMAN
This sequence of courses is offered fall (GER110), winter
(GER120) and spring (GER130). This sequence presents
the fundamental structures of German with emphasis on
acquisition of the basic skills: speaking and communicating
in everyday situations, listening comprehension, reading
and writing. Students are introduced to the language,
society and cultures of the German-speaking countries:
Austria, Germany and Switzerland. Resources include texts,
video, audio, and computer-based and Internet materials.
GER210/220/230: INTERMEDIATE GERMAN
(GER220) and spring (GER230). Language proficiency,
reading, writing, vocabulary building and continued
investigation of German-speaking societies are among
aims of this sequence. Grammatical, speaking and writing
exercises are coordinated with a reading program that
includes literary and nonliterary texts from a variety of
media — short novels, stories, news articles, music, video,
etc. German 230 includes an examination of the German
presence in the United States, and presents a history of
immigration from the German-speaking countries from
colonial days to the present, and considers the contributions
of German-Americans and German-American communities.
GER111/221/231: TWO YEARS IN ONE
(GER221) and spring (GER231). This three-term sequence
presents the material of the first two years of the German
program. It is recommended for students who are already
familiar with grammatical systems or who have had some
exposure to German. The course includes the reading
program of the elementary and intermediate courses. This
sequence promotes to German 310 in the fall.
GER310/320: ADVANCED GERMAN
This sequence of courses is offered fall (GER310) and
winter (GER320). This sequence provides a systematic
grammar review, and continued work on speaking, reading
and writing skills. Literary texts from German-speaking
countries and material from other media provide the basis
for discussion of social, cultural and ethical issues.
GER400: OTHER GERMAN VOICES
The readings in this course focus on multicultural aspects in
the German-speaking countries and examine the writings of
several recognized minority authors, such as Alev Tekinay,
Yoko Tawada, Emine Özdamar, Jakob Arjouni. There is
continued development of speaking and listening skills, as
well as writing exercises, which help prepare for the SAT II
exam in German. Offered: spring term.
GER502: POST-HOLOCAUST WRITING
GER503: BERLIN AND VIENNA
GER504: FEMALE PROTAGONISTS AND
WOMEN WRITERS
represented. Social, ethical and artistic issues are explored
in each. GER502 explores Germany and Austria’s coming
to grips with the Nazi past and the horrors committed
during that era. Readings include works by Grass,
Schlink, and Bernhard. GER503 takes up the role of the
two great German-speaking capitals, and their place in
literature, science and the arts. Readings include works by
Freud, Schnitzler, Brecht, and Roth. GER504 examines
contemporary women writers, such as Anna Seghers, Doris
Dörrie, Stefanie Zweig, and Elfriede Jelinek, and some of
the heroines in German literature. Films, sound recordings
and Internet resources complement the courses.
Prerequisite: GER400.
GER590: SPECIAL TOPICS
■
Italian
ITA121/131: ACCELERATED ITALIAN FOR SENIORS
This sequence of two accelerated courses in Italian covers
all the basic skills, with emphasis on a reading program
leading to the study of a work of contemporary Italian
literature. The course is for seniors with strong preparation
in a first foreign language. Offered: winter and spring terms.
■
Japanese
JPN110/120/130: ELEMENTARY JAPANESE
This sequence of courses is offered fall (JPN110), winter
(JPN120) and spring (JPN130). This sequence of courses
introduces students to the language of everyday life.
Students learn the basic skills: speaking, listening, writing
and reading. Conversation skills and grammar are practiced
through fun and nurturing interactive games and activities.
Hiragana, katakana and kanjis are introduced with the
aid of interactive websites. Students will correspond with
Japanese students in Yokohama through the Internet and
letters. Japanese culture is also introduced through short
stories, food, movies, songs, comic books, anime, TV
shows, calligraphy, games and origami. Resources include
texts, video, audio, computer-based applications and
Internet materials.
(GER503) and spring (GER504). This sequence of
courses focuses on recognized masterpieces of German
writing, with both classical and contemporary authors
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JPN121/131: ACCELERATED ELEMENTARY
JPN590: SPECIAL TOPICS
This sequence of two accelerated terms (JPN121/131) covers
the material of the first three terms of elementary Japanese
(JPN110/120/130). These two courses prepare students for
Japanese 210. Students who have satisfied their language
requirement in a first foreign language and wish to begin
a second language in the winter term may be particularly
interested in enrolling in this class. Offered: winter and
spring terms in years when Japanese 110 does not have
sufficient enrollment.
JPN210/220/230: INTERMEDIATE JAPANESE
(JPN220) and spring (JPN230). This sequence of three
courses continues the study of spoken and written Japanese.
The students are introduced to more-complex grammar and
reading, as well as more-advanced kanjis and vocabulary.
The students become more proficient at reading authentic
texts aided by the use of electronic dictionaries.
JPN310/320/400: ADVANCED JAPANESE
(JPN320) and spring (JPN400). In this sequence of courses
students consolidate the previously learned material, as
well as build new vocabulary and grammar. Various cultural
and social topics, such as environmental issues and gender
issues, are provided to deepen students’ knowledge of
Japan and its people through authentic material such as
short stories, Internet materials, video clips, movies and
comic books.
JPN502/503/504: ADVANCED READINGS IN
JAPANESE
(JPN503) and spring (JPN504). This course’s main focuses
are to increase skills in reading, analyzing and discussion,
and prepare students for living and working in Japanese
culture. Students will be familiar with cultural concepts
such as societal duties and obligation. Resources include
a variety of original readings, such as Japanese classical
literature by Soseki Natsume and contemporary novels by
Haruki Murakami, as well as newspaper articles, movies,
Internet materials, video clips, and comic books. These
courses prepare students for the Advanced Placement
examination in Japanese and Culture. Prerequisite: JPN400
or permission of the department.
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Russian RUS110/120/130: ELEMENTARY RUSSIAN
This sequence of courses is offered fall (RUS110), winter
(RUS120) and spring (RUS130). This sequence of three
courses introduces students to both spoken and written
Russian. The four language skills of listening, speaking,
reading and writing are developed simultaneously. Students
master the fundamentals of Russian grammar through
frequent oral and written practice; in this sequence students
converse on everyday topics; read selected short stories,
fairy tales, poems and blogs; and write narratives and
creative pieces. Students are introduced to the language,
society and culture of Russia and of other countries where
the language is widely spoken. Resources include texts,
video, audio, and computer-based and Internet materials.
RUS111/221/231: BASIC RUSSIAN — ACCELERATED
(RUS221) and spring (RUS231). This three-term sequence
presents the material of the first two years of the Russian
program. It is recommended for students with an experience
in learning languages or who have had some exposure
to Russian. The course includes the reading program of
the elementary and intermediate courses. This sequence
promotes to Russian 310 in the fall.
RUS210/220/230: INTERMEDIATE RUSSIAN
(RUS220) and spring (RUS230). This sequence of three
courses continues the study of oral and written Russian. A
comprehensive review of grammar is carried out and a few
more-sophisticated structures are introduced. Students gain
further proficiency by reading and discussing selected texts
from a variety of sources — short stories, essays, articles,
biographies and blogs.
RUS310/320/400: ADVANCED RUSSIAN
SPA12T: TRANSITION SPANISH 1
(RUS320) and spring (RUS400). In this sequence of
courses students consolidate their knowledge of grammar
and continue to acquire new vocabulary by reading and
discussing pieces of classical and contemporary Russian
literature, historical essays, fairy tales and Internet
materials. They state opinions, persuade, and analyze texts
both verbally and in writing.
For students who have had one or two years of Spanish
in junior high and/or one year in high school, this course
rapidly reviews pronunciation and basic grammar and
accelerates students in the speaking, reading and writing
programs. This course normally promotes to Spanish
Transition 2 in the winter term. Offered: fall term.
RUS502/503/504: ADVANCED READINGS IN
RUSSIAN
A continuation of Transition 1, this course completes the
review of the basic structures and broadens the speaking,
reading and writing programs. This course normally
promotes to Spanish 210 or 220 in the spring. Offered:
winter term.
(RUS503) and spring (RUS504). This sequence of courses
focuses primarily on classical Russian literature. Students
read works by Alexander Pushkin, Mikhail Lermontov,
Anton Chekhov, Fyodor Dostoevsky and Leo Tolstoy.
Writing and discussion are also integral parts of this course,
as students relate themes found in the classical texts to
experiences and issues in contemporary society and in their
own lives. Additional readings and resources come from
contemporary Russian literature, newspapers, magazines,
TV programs, documentaries and other Internet materials,
as dictated by instructor and student interest. Prerequisite:
RUS400 or permission of the department.
RUS590: SPECIAL TOPICS
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Spanish
SPA110/120/130: ELEMENTARY SPANISH
This sequence of courses is offered fall (SPA110), winter
(SPA120) and spring (SPA130). This sequence introduces
students to spoken and written Spanish. Considerable oral
practice and written exercises lead students to a mastery
of grammar. Students begin reading short stories in the
first month to broaden vocabulary and develop the skills of
speaking, listening, reading and writing.
SPA13X: TRANSITION SPANISH 1 — ACCELERATED SPA21X: TRANSITION SPANISH 2 — ACCELERATED
This course sequence offers an accelerated first-year review
of Spanish in two terms and typically promotes to SPA220
in the spring term, depending on the level of linguistic
competence and instructor’s recommendation. Offered: fall
and winter terms.
SPA210/220/230: INTERMEDIATE SPANISH
This sequence continues the study of spoken and written
Spanish begun in the sequence of Spanish 110/120/130. It
completes the study of fundamental forms and structures
and includes a program of readings such as Misterio en
Altamira by Meix and Hernandez; Pavón’s El carnaval; and
El sombrero de tres picos by Alarcón. Note: SPA210 is not
offered winter term.
SPA310/320: ADVANCED SPANISH
This sequence completes a review of the more complex
aspects of Spanish grammar and is based on the reading
of fiction. Active vocabulary and proficiency in listening,
speaking and writing are developed through frequent
discussion, oral presentations and compositions. Readings
include plays by Cantón, Buero Vallejo, and Delibes, and
novels such as Sender’s Réquiem por un campesino español
and Denevi’s Rosaura a las diez. Prerequisite: SPA230.
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SPA400: PANORAMA OF LATIN AMERICAN AND
SPANISH READINGS
This course introduces advanced students to a challenging
selection of readings that reveal the diversity of voices,
authors and outlooks in the world’s 21 Hispanic nations
and in Spanish-speaking communities of the United States.
Reading selections may include short stories, novels, plays,
poetry, essays, nonfiction and journalistic works. This
course stresses techniques in approaching literature and
the continued development of vocabulary, grammar, and
written and spoken expression. Prerequisite: SPA320.
Note: The following 500-level courses may be taken in any order
after completion of SPA400. It is recommended that students
discuss 500-level course selections with their current instructor.
The sequence SPA502/503/504 will focus on the themes
suggested by the AP Spanish course framework and can be taken
in any order after completing SPA400 or any 500-level course.
While SPA502/503/504 emphasizes in particular the topics
of the AP Spanish Language and Culture exam, the Spanish
curriculum in its entirety prepares students to control and
synthesize audiovisual sources and produce spoken and written
interpersonal and presentational modes of communication.
SPA502: 21ST CENTURY CHALLENGES AND
OPPORTUNITIES
Students increase their vocabulary, range of expression and
understanding of grammatical structures, while exploring
topics related to science and technology, environmental
issues and other 21st-century challenges, as they pertain
to Spanish speaking countries. Materials may include
essays, short stories, radio programs, films, newspapers and
magazine articles. Attention is given to the development
of various forms of written and verbal communication:
interpretive, persuasive, interpersonal and presentational,
using AP Spanish guidelines and rubrics. This course,
along with Spanish 503 and 504, provides a special review
for the SAT II subject test and AP Spanish Language and
Culture exam in May, but need not be taken in conjunction
or in sequence.
SPA503: FAMILY, COMMUNITY AND
CONTEMPORARY LIFE
Students continue to develop all of their linguistic skills
while exploring topics related to customs, values and
traditions, as well as contemporary issues in Spanishspeaking cultures. Materials may include novels, essays,
short stories, radio programs, films, newspapers and
magazine articles. Attention is given to the development
of various forms of written and verbal communication:
interpretive, persuasive, interpersonal and presentational.
This course, along with Spanish 502 and 504, provides a
special review for the SAT II subject test and AP Spanish
Language and Culture exam in May, but need not be taken
in conjunction or in sequence.
SPA504: THE EMERGING SELF: ART AND IDENTITY
Students expand on their linguistic skills and knowledge
of Spanish-speaking cultures and groups through
the exploration of the arts, and topics related to the
development of individual and group identities. Materials
may include novels, essays, short stories, radio programs,
films, newspapers and magazine articles. Attention is given
to the development of various forms of written and verbal
communication: interpretive, persuasive, interpersonal and
presentational. This course, along with Spanish 502 and
503, provides a special review for the SAT II subject test and
AP Spanish Language and Culture exam in May, but need
not be taken in conjunction or in sequence.
SPA550: CONTEMPORARY HISPANIC THEATER
In this course we offer a creative approach to discovering
what theater is through the reading of a wide variety of
original plays written by a selection of relevant authors of all
times from Latin America and Spain. In addition to reading,
analyzing and discussing the plays to explore cultural
and linguistic elements, students may also act out several
monologues and scenes on stage, and explore other aspects
of theater arts while practicing their advanced Spanish skills.
The course may also include writing, directing and acting in
a final student-made production. Offered: fall term.
SPA552: MAGICAL REALISM: FANTASY AND REALITY
IN THE LATIN AMERICAN NARRATIVE
This course explores literary works where fantasy or
mythical elements merge with reality, introducing us to an
unexpected or surprising world. Representative works are
chosen from authors such as Quiroga, Uslar Pietri, Borges,
Fuentes, Cortázar, Esquivel, Allende, García Márquez and
Rulfo. Offered: winter term.
SPA553: “SUPERNOVEL”
SPA557: HISPANIC CINEMA
This in-depth study of a single Hispanic masterpiece gives
special attention to the historical, cultural and social context
in which the work was written. Possible “superchoices”
include García Márquez’s Cien años de soledad, Allende’s
La casa de los espíritus and Vargas Llosa’s La fiesta del
chivo. Offered: spring term.
The readings, discussions and writing in this course
will center on a series of Hispanic films chosen for their
cultural, historical and artistic value. Students will read
scenarios, source material or summaries of the films
and will discuss and write about characterization, plot,
themes, and geographical and cultural aspects. This
course meets during the reserve format to allow for film
viewing. Offered: spring term.
SPA554: SPANISH LITERATURE AND CULTURE:
LIMITS OF REALITY AND THE IMAGINATION
This course will focus on novels and short stories that
question the attempt of literature to capture reality in its
complexity or to act as a way to escape from it. The authors
whose works are studied include Cervantes, Quiroga,
Fuentes, Cortázar, García Márquez and Borges. This class
is the first of a three-part sequence of courses that prepares
students for the Advanced Placement exam in Spanish
Literature and Culture but students are not required to take
all terms. Offered: fall term.
SPA590: SPECIAL TOPICS
SPA555: SPANISH LITERATURE AND CULTURE:
CHALLENGING LOSS AND PAIN
During this term we will explore how unfortunate events
in life such as personal or social issues, rejection, the sense
of loss and the challenges of the unknown are reflected
through the centuries and literary genres. Authors read
will include Heredia, Martí, Burgos, Neruda, García Lorca,
Darío, Storni and Unamuno. This class is the second of a
three-part sequence of courses that prepares students for
the Advanced Placement exam in Spanish Literature and
Culture but students are not required to take all terms.
SPA556: SPANISH LITERATURE AND CULTURE: AN
EXPLORATION OF LOVE AND PASSION
During this term we will explore how love and passion are
expressed in theater, poetry and short stories thoughtout
the history of Spanish literature. We will start reading poetry
by Garcilaso de la Vega, Quevedo, Bécquer, Neruda, Darío
and many others and continue on to El burlador de Sevilla
by Tirso de Molina and finish with analyzing current love
songs. This class is the third of a three-part sequence of
courses that prepares students for the Advanced Placement
exam in Spanish Literature and Culture but students are not
required to take all terms. Offered: spring term.
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Music
Music engages our highest faculties of listening,
reasoning, imagining and feeling. The study of music
is a fundamental part of a well-rounded education. An
essential way to explore our common humanity, music
simultaneously cultivates self-discovery and a capacity to know others. An experience rich in musical
challenge and reward teaches lessons that expand
well beyond the classroom, studio or concert hall.
The department seeks both to instruct students in
music and to enrich the life of the school through performance and community engagement, giving voice
to a common spirit in times of occasion; a powerful
expression of non sibi.
For students of any level of experience or area of
musical interest, there is an appropriate point of entry
to the curriculum. Our program is realized through
three areas of study: performing ensembles, the
private-lesson studio and the academic classroom. In
ensembles, students learn the art of collaborative music-making and listening. In the private-lesson studio
they learn technique, interpretation and self-expression. In the classroom, students learn the theoretical,
historic and cultural contexts that awaken interest
in and understanding of the musical language. The
fullest educational experience combines study in all
three areas to develop musically literate students who
will be engaged in music throughout their lives.
■
Music Theory MUS200: BECOMING MUSICAL
This course is recommended for students with an interest
in understanding music but who have little or no prior
experience. This course examines the elements that are
universal in music and develops the practical skills needed
to become functioning musicians. Rhythm, pitch, scales,
keys, intervals, and triads are the basic material of the
course. By studying a variety of both popular and classical
styles, students will discover how composers employ the
elements of music to create varied moods and expression.
The practical skills of ear training, sight-singing, and
dictation as well as the notation of music are integrated
into the course. The department encourages students to
take private lessons (MUS010) along with this course.
Provides one term of credit toward the studio/performance arts
requirement. Open to all students. Offered fall and spring terms.
MUS201: INTRODUCTION TO MUSIC THEORY
(ACCELERATED)
This course covers the material in MUS200 at an advanced
pace and in greater depth. Explorations into harmony and
voice leading may be included. MUS201 is intended for
students with previous instrumental/vocal experience who
are comfortable reading music and have a basic working
knowledge of keys and scales. The department recommends
that MUS201 be taken in conjunction with the private study
of an instrument or voice (MUS010). Provides one term of
credit toward the studio/performance arts requirement. Open to
all students. Offered fall and spring terms.
MUS410: THE TECHNIQUES OF COMPOSITION AND
ANALYSIS
Students in this course continue their study of the language
of music by creating short compositions, which are
performed in class. They learn to use the elements of music
in melody writing, text setting and harmonization and also
explore the fundamentals of consonance and dissonance in
two-, three- and four-part writing. Finally, the interaction of
harmony and counterpoint is examined. Analysis of selected
works by master composers supplements and informs the
students’ own creative work. In addition, students continue
to develop their aural comprehension, sight-singing and
keyboard skills. Provides one term of credit toward the studio/
performance arts requirement. Prerequisite: MUS201 or
permission of the instructor. Offered: winter term.
MUS420: THE COMPOSITIONAL PROCESS
This course continues the emphasis on original composition
begun in Music 410. Increasingly complex and sophisticated
works are attempted. Through the analysis of selected
works, students will find guidance and inspiration for
their own compositional efforts. Topics covered are
the interrelationship of harmony and counterpoint,
instrumental and keyboard textures, figured bass,
variation forms, modulation, and binary form. Provides
one term of credit toward the studio/performance arts
requirement. Prerequisite: MUS410 or permission of the
instructor. Offered: spring term.
music
Music History and
Appreciation
■
See “Endnotes” for important information regarding diploma
credit, registration, auditions, repeating courses and the
“Music Option.”
MUS202: POPULAR MUSIC IN AMERICA
What is American popular music? How does the rich variety
of American popular music styles reflect trends in American
society and the major events of American history? Through
a series of readings and recordings, students will trace the
history of popular music in America across three extended
time spans: 1840-1920 (beginning roughly with Stephen
Foster and the advent of minstrelsy through ragtime and
early blues forms); 1910-1950 (to include New Orleans jazz,
syncopated song and dance music, big band, swing and bop,
and Chicago jazz); 1950-1980 (including cool jazz, rock
and roll, rhythm and blues, British rock, rock, soul, Latin
music, and contemporary jazz). Emphasis will be placed on
developing understanding and perception of the musical
elements of instrumentation, rhythm, melody, harmony,
dynamics, texture and form through study of classic
recordings from a wide spectrum of popular artists. Open to
all students. Offered: fall term.
MUS203: LISTENING TO MUSIC
This introductory course is intended for students who want
to expand their knowledge of music and become informed
listeners. No prior musical training is required. Students will
learn to perceive the elements of music — rhythm, melody,
harmony, texture, timbre and form and acquire a musical
vocabulary to describe what they hear. This course will
explore music across boundaries of culture, style and time —
classical and popular, Western and non-Western, traditional
and experimental, folk and jazz, and consider the influence
of technology on the art of music. Course work will include
listening assignments, reading, reflections and attendance
at concerts. Open to all students. Earns one credit toward the
completion of the arts requirement. Offered: winter term.
musical prerequisite for this course, students will be
expected to read, research, and write at an advanced
level. Emphasis will be placed on contemporary criticism,
the intersection of music and politics, and ideas of
performance practice. Open to uppers and seniors. Earns
one credit toward the completion of the arts requirement.
■
Performance
“Music Option.”
MUS400: ADVANCED INSTRUMENTAL/VOCAL
STUDY I
This is a performance course for qualified students who wish
to devote one term to intensive study of their instrument
or voice. With the guidance of their instructor, students
work on technique and interpretation with the goal of
developing their own musical voices. Students participate
in twice-weekly performance classes where emphasis is
placed on developing effective practice techniques and
understanding the musical language of the music they are
studying. Students are required to perform at in-house
recitals and student concerts. Students taking MUS400
must take weekly private lessons as part of this course.
In special circumstances, permission may be granted by
the department chair for students to study with teachers
who are not on the Academy’s faculty. Provides one credit
toward the studio/performance arts requirement. Open to
uppers and seniors. Requires permission of the department. An
application must be submitted to the department chair with a
recommendation by the private instructor. One private lesson
and two studio classes per week. Studio fee: $155.
MUS402: ART MUSIC IN THE WEST
This course equips students with the musical and cultural
literacy to understand the aesthetic and societal forces at
work throughout the development of the Western musical
canon. Through listening, reading, discussion, and written
reflection students will build a vocabulary to speak about
music in the language of musicians. While there is no
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music
MUS500: ADVANCED INSTRUMENTAL/VOCAL
STUDY II: RECITAL
This intensive performance course is for the most
advanced instrumentalists and vocalists and culminates in
a public recital. In twice-weekly classes students have the
opportunity to perform for each other, receive constructive
feedback, and address common questions and strategies
relating to public performance. Students in MUS500
must take private lessons as part of this course. In special
circumstances, the department chair may grant permission
for a student to study with a private teacher who is not on
the Academy’s faculty.
An application must be submitted to the department chair,
along with a recommendation by the private instructor.
A proposed program (with timings) must be included as
part of the application. Applications are due February 1
and final approval of the MUS500 program is given by
the Music Department. Decisions will be based on the
following criteria:
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A MUS500 recital should have 30 minutes of music.
In some instances, students may receive permission
to perform a recital of greater length not to exceed 50
minutes of music.
Programs should include repertoire from a range of
musical styles and a variety of historical periods and
composers.
Programs should balance the technical demands of
the music and the student’s technical ability.
Concertos are discouraged.
Provides one credit toward the studio/performance arts
requirement. This course may be repeated for credit. Open
to uppers and seniors. Prerequisite: Requires permission of
the Music Department and successful previous performing
experience at in-house and student concerts. One private lesson
and two studio classes per week. Studio fee: $155.
PEC110: ADVANCED MUSIC PRACTICE
Advanced Music Practice gives conscientious and dedicated
musicians time within the context of Exeter’s academic
program to devote to practicing. Students are accepted by
permission of the Music Department chair. Students meet at
a common time in the afternoon. Most of the time is devoted
to private practice under the supervision of the music faculty.
Part of each day is reserved for a variety of physical activities,
including cardiovascular exercise, core and flexibility
training, and exercises to avoid repetitive-stress injuries.
Students participating in Advanced Music Practice must be
taking regular private lessons. Each student is required to
consult with his or her private lesson teacher to develop
a plan for using the practice time effectively. All students
will participate in an end-of-term jury to demonstrate the
progress they have made over the course of the term.
Advanced Music Practice does not carry academic credit but
meets the Physical Education requirement for the term. The
Sports Option is not available to students participating in
this program.
Advanced Music Practice is limited to 12 students each term.
This program is not open to juniors in the fall term.
■
Private Lessons
“Music Option.”
MUS010: PRIVATE LESSONS
Private music lessons offer students an individualized
learning experience with a private instructor. In the
lessons, students develop technique and expression, while
they explore the repertoire for their instrument. Students
receive one 50-minute lesson per week and are expected
to practice a minimum of two hours per week. Students are
required to attend at least one concert on campus each term.
Provides 1/3 credit per term toward the studio/performance
arts requirement; credit is granted upon completion of three
consecutive terms of study of the same or closely related
instruments. Private lessons may also be taken for audit, i.e.,
non-credit. Half-period lessons provide no academic credit.
Note on Private-Lesson Fees
In 2016-2017, the fees for Private Lessons, which are in
addition to regular tuition, are: $64 per 50-minute lesson (full
lesson); $35 per 25-minute lesson (half lesson).
Students normally receive 10 lessons per term.
Students who receive financial aid automatically receive
financial assistance to help cover a portion of the cost of one set
of music lessons per term.
music
LESSONS IN THE FOLLOWING INSTRUMENTS
ARE OFFERED:
Accordion Bagpipes Banjo Bassoon Cello Clarinet Composition Djembe Double Bass (Classical, Jazz)
Drum Set
Electric Bass Euphonium Flute (Classical, Wooden Celtic)
Fiddle
French Horn Guitar (Classical, Folk, Rock)
Harmonica
Harp (Classical, Irish)
Mandolin
Oboe
Organ
Pennywhistle
Percussion
Piano (Classical, Jazz)
Saxophone (Classical, Jazz)
Sitar
Tabla
Trombone
Trumpet
Tuba
Ukulele
Violin
Viola
Voice
MUS060: INSTRUMENTAL AND VOCAL CHAMBER
MUSIC
Students are placed in trios, quartets, quintets and other
small ensembles to experience the special give-and-take
of playing chamber music. While working on refining
stylistic awareness, students also develop the musical and
interpersonal skills needed for effective rehearsal and
communicative performance. Chamber music ensembles
perform at the end of each term on the Concert Series.
Every effort is made to place students in compatible
groups; however, placement in a group is not guaranteed.
consecutive terms of study. Also offered for no credit. Placement
audition required.
MUS063: PERCUSSION ENSEMBLE
credit, registration, auditions, repeating courses and the “Music
Option.”
Through rehearsal and performance, students will learn the
playing techniques and explore the colors, textures and
rhythms available in the varied instrumentation of the
percussion ensemble. The instruments used in the 20thcentury literature that will be studied include the marimba,
xylophone, orchestra bells, gong, timpani, snare and
bass drum, cymbals, and an assortment of accessories.
consecutive terms of study. Also offered for no credit. One double
class period per week plus individual practice. No audition
required.
MUS011: WEST AFRICAN DRUMMING
MUS073: WOMEN’S CHORUS
In group classes, students learn basic playing techniques
of the hand-drumming traditions of West Africa, the
Caribbean and Brazil. They develop their rhythmic skills and
sense of ensemble, and experience the special energy and
excitement of ensemble drumming. The African Drumming
Ensemble has several performance opportunities
throughout the year, including collaborations with the Glee
Club and the Dance Department. Provides 1/3 credit per
term toward the studio/performance arts requirement; credit
is granted upon completion of three consecutive terms of study.
Students taking the course for credit are required to attend one
concert on campus each term. Also offered for no credit. One
session per week plus individual practice.
Students in this course sing a variety of repertoire in
many languages and styles, and perform several times
throughout the year. In addition to learning about ensemble
singing, they develop their musical reading skills and vocal
technique. Provides 1/3 credit per term toward the studio/
performance arts requirement; credit is granted upon completion
of three consecutive terms of study. Also offered for no credit.
Two class periods per week. No audition required.
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Ensembles
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music
MUS074: MEN’S CHORUS
MUS083: EXETER SYMPHONIA
Intended for young men interested in developing their
skills as singers, this developmental ensemble offers an
environment for young men to sing, learn about the voice
and gain fundamental musical skills. The Men’s Chorus
rehearses and performs works from a variety of styles and
traditions chosen to build the proficiency of its members,
readying them for roles in the Choral Union, Concert
Choir and campus a cappella groups. Provides 1/3 credit
per term toward the studio/performance arts requirement;
credit is granted upon completion of three consecutive terms of
study. Also offered for no credit. One class period per week. No
audition required.
The Symphonia provides a foundational orchestral
experience for students at the intermediate-to-advancedintermediate level. The basic techniques of orchestral
playing, musicianship and ensemble skills are studied
through both full and sectional rehearsals. The Symphonia
performs regularly throughout the school year. Provides 1/3
credit per term toward the studio/performance arts requirement;
credit is granted upon completion of three consecutive terms
of study. Also offered for no credit. Two evening rehearsals per
week. Placement audition required.
MUS075: EXETER CHORAL UNION
A full-sized Symphony Orchestra of advanced
instrumentalists rehearses and performs works from the
major symphonic repertoire. All aspects of orchestral
technique are studied through both full and sectional
rehearsals. The Symphony Orchestra performs regular
concerts throughout the school year. Provides 1/3 credit per
term toward the studio/performance arts requirement; credit
Also offered for no credit. Two evening rehearsals per week.
Placement audition required.
Faculty and community members in this mixed-voice choral
ensemble perform major works of choral literature, often
collaborating with the Concert Choir, Chamber Orchestra,
and soloists. Through twice-weekly rehearsals, students
develop their vocalism, musicianship and choral skills. The
Choral Union performs regularly on the Concert Series
and at special events, including Parents’ Weekend and the
annual Holiday Concert. Provides 1/3 credit per term toward
the studio/performance arts requirement; credit is granted upon
completion of three consecutive terms of study. Also offered for no
credit. Two evening rehearsals per week. No audition required.
MUS077: CONCERT CHOIR
Concert Choir, Exeter’s premiere choral ensemble, offers
a rigorous choral experience to those students accepted by
competitive audition. The choir performs a wide variety
of choral literature representing many traditions and
style periods. Through intensive rehearsals and public
performance, students develop their vocalism, musicianship
and choral skills. The Concert Choir performs at the
conclusion of each term as well as at a variety of campus
events and a biennial concert tour. Provides 1/3 credit per
term toward the studio/performance arts requirement; arts
requirement is granted upon completion of three consecutive
terms of study. Meets three class periods. Audition required.
MUS085: SYMPHONY ORCHESTRA
MUS087: CHAMBER ORCHESTRA
The Chamber Orchestra offers an intensive ensemble
experience for advanced string and woodwind players.
The skills, craft, and discipline of orchestral playing are
developed in-depth through the study of repertoire for small
orchestra: Baroque concerti grossi, classical symphonies,
Romantic character pieces and the rich chamber orchestra
repertoire of the 20th century. The Chamber Orchestra
performs regularly throughout the year, often collaborating
with the Exeter Choral Union and Concert Choir, and on
regular domestic and international tours. All members of the
Chamber Orchestra also play in the Symphony Orchestra
or participate in another large ensemble. Provides 2/3 credit
per term toward the studio/performance arts requirement.
One arts requirement credit is granted upon completion of two
consecutive terms of study and two arts requirement credits
are granted upon completion of three consecutive terms of
study. Three class periods plus two evening rehearsals per week.
Audition required.
music
MUS093: CONCERT BAND
ENDNOTES:
This course provides an opportunity for all wind, brass and
percussion players to perform works from the symphonic
wind literature. Through rehearsals and performances,
students improve their technical skills, sight-reading
abilities and musical sensitivity. The Concert Band studies
original compositions, transcriptions and arrangements of
both classical and popular music. The ensemble performs
four to six times during the school year. Provides 1/3 credit
per term toward the studio/performance arts requirement; credit
Also offered for no credit. Two evening rehearsals per week plus
individual practice. Open to all students with basic musical
proficiency.
Diploma Credit for Partial Credit Courses
Three consecutive terms of the same 1/3 credit course equals
a full credit and may be applied toward the performing/
studio arts requirement. These consecutive terms may be
interrupted by participation in an off-campus program.
MUS095: JAZZ COMBO
Jazz Combo gives intermediate and advanced intermediate
jazz musicians the opportunity to develop their ensemble
and improvisational skills through the study of traditional
and contemporary jazz repertoire. Emphasis will be
placed on rhythmic accuracy and technical skills such
as articulation, tone and dynamic control, as well as on
developing facility with the jazz language. The Jazz Combo
performs regularly throughout the school year and is open
to students with basic musical proficiency. Provides 1/3 credit
per term toward the studio/performance arts requirement; credit
Also offered for no credit. One extended evening rehearsal per
week. Placement audition required. MUS097: JAZZ ENSEMBLE
Students in this course perform traditional and
contemporary jazz repertoire. Through rehearsal and
performance, students learn to perform and improvise in
the style of the jazz greats. The Jazz Ensemble gives several
public performances during the year, culminating in a major
concert in the spring. Provides 1/3 credit per term toward the
studio/performance arts requirement; credit is granted upon
completion of three consecutive terms of study. Also offered for
no credit. Two hours per week. Placement audition required.
Registration for Performance Courses
Students who register for MUS400 or MUS500 must
also register for full-period private lessons: MUS010
–“Audit.” The private lessons taken as part of MUS400
or MUS500 are part of the course and do not provide
any additional partial credit. Permission for students
to substitute off-campus lessons for MUS010 as part of
MUS400 or MUS500 will be given by the department
on a case-by-case basis.
Repeating Courses
MUS400, MUS500, Private Lesson and Ensemble courses
may be repeated.
The Music Option
Any student taking the same music course for 1/3 credit for
three consecutive terms may take a one-course reduction in
load during the third term.
Any student taking Music 077 (Concert Choir) or Music
087 (Chamber Orchestra) for 2/3 credit for two consecutive
terms may take a one-course reduction in load during the
second term.
This reduction, known as the Music Option, should be
indicated by the code MUS001 in place of a fifth course for
the term at the time of registration.
Instrumental Auditions
All instrumentalists, including pianists, must take a
placement audition for Symphony Orchestra, Symphonia,
Chamber Orchestra, Concert Band, Chamber Music, Jazz
Combo and Jazz Ensemble at the beginning of the fall term.
77
Physical Education
Phillips Exeter Academy supports a comprehensive
physical education program for all students. The
program is designed to promote health and fitness
by teaching skills in diverse physical activities and
educate students in cooperative effort, fair play and
the ability to handle stress.
Physical education at Exeter includes competitive as
well as instructional activities, some of which are coeducational. The program is supervised by the chair of
the Physical Education Department and the Director of
Athletics. Eleven members of the Physical Education
Department and many faculty colleagues teach and
coach in the program at a variety of levels.
The athletic complex includes two indoor
skating rinks, four basketball/volleyball courts,
10 international squash courts, an all-deep
championship swimming pool, a four-lane training
pool, a dance studio, a weight room, a training
room and visiting team locker rooms. In addition,
the Thompson Cage supports the indoor track
and wrestling programs. Outdoor areas include
19 all-weather tennis courts, the Plimpton Playing
Fields, the Amos Alonzo Stagg baseball diamond,
the Ralph Lovshin all-weather track and the Hilliard
lacrosse field. Phelps Stadium, home to the football,
field hockey and lacrosse programs, includes an
all-weather field turf playing surface and lights.
The William G. Saltonstall Boathouse stands at the
opposite end of campus and was named in 1990 in
honor of our former principal.
Students are required to participate in the physical
education program four days per week. Those
students participating on an interscholastic team
typically have a six-day-a-week commitment, with
contests on Wednesday and Saturday afternoons.
To the best of our ability, we rearrange academic
schedules to allow participation in interscholastic
sports; however, we do not rearrange academic
schedules to allow participation in club sports.
A senior or an upper may opt out of one of the
three terms of Physical Education unless he or she
participates in a one-term off campus program
during the school year. Ninth-grade students have the
opportunity to try out for a varsity or junior varsity
team. Ninth-grade students who do not participate in
the interscholastic athletic program are placed in the
junior physical education program. All students take a
swim test and non-swimmers are given the opportunity
for instruction throughout the year.
Lowers, uppers and seniors may petition the Physical
Education Department to earn diploma credit for
an activity off campus, as long as that activity is not
offered on campus at some point during the school
year. Petitions must be submitted 10 days prior to the
end of the term to be considered for the following term.
Normally, only one term per year is allowed. However,
please note that students engaged in a club sport, the
prep program or an interscholastic sport at PEA cannot
request free formats to participate concurrently in
additional training or sports programs off campus.
PEC001: SPORTS OPTION
Students who want to take a one-course reduction in
Physical Education during their upper and/or senior
years select this course. Athletes who elect to take the
Sports Option cannot request free formats for any reason,
including participation in training on or off campus. Credit
for physical education for individual off-campus programs
is determined on an annual basis. Students should consult
with the program director or coordinator. If an off-campus
program does not receive preapproval for a program of
regular, supervised physical activity by the PE Department,
then no PE credit will be given for that term. Consequently,
students in these programs are required to participate in the
PE program at Exeter for the other two terms on campus.
Opting is not allowed for students participating in an offcampus program that does not have a preapproved program
of physical education. For uppers and seniors.
PEC111: JUNIOR PHYSICAL EDUCATION PROGRAM
Junior Physical Education, sometimes referred to as
the “Prep Program,” is a specifically designed physical
education offering that is required of all juniors (ninth
graders). It meets four days per week each of the three
terms of the school year. Exceptions to this requirement
exist for ninth graders who make varsity or junior varsity
interscholastic sports, earn a place in intermediate II or
advanced dance, or are selected for a part in the main stage
drama production. When signing up for courses in April, all
entering ninth graders must sign up for the Junior Physical
Education Program.
The goal of the Junior Physical Education Program is to
provide a supportive learning environment for our fouryear students through the structure of physical education
and sport. Each of the three terms is organized slightly
differently. All three terms incorporate group fitness activities,
team building, socialization and fun, with the intent that each
student will accomplish a comfortable transition to the Exeter
community while having the opportunity to build strong bonds
with instructors and classmates alike.
p h ys i ca l e d u cat i o n
The fall term allows students to choose three activities from an
extensive list usually including such sports as: crew, volleyball,
cross-country running, cycling, field hockey, tennis, weight
lifting, water polo, flag football, soccer and fencing. The winter
is presented as a sampling of sports including skating, squash,
swimming and diving, track and field, wrestling, basketball,
and fitness. The final term, spring, allows the ninth grader to
transition to Exeter’s custom of choosing one sport for the bulk
of the spring. Tennis, diamond sports, lacrosse, track and field,
cycling, crew and ultimate Frisbee are some of the choices.
■
Fall Interscholastic Programs
PEB110: BOYS V/JV CROSS COUNTRY PEG110: GIRLS V/JV CROSS COUNTRY
Training runs develop the stamina and speed necessary
to race the 5K distance. Beginners are welcome to join the
team; the workload is adjusted to suit each runner’s ability.
Competition against traditional rivals culminates in the New
England championship meet. Individuals may also compete
in a wider context, as in the Foot Locker and Junior Olympic
regional championships.
PEG120: GIRLS VARSITY FIELD HOCKEY PEG125: GIRLS JV FIELD HOCKEY
The varsity and junior varsity teams are committed to
a strong competitive program based on strength and
conditioning, fundamentals of stickwork, appropriate
system play, teamwork and responsible student leadership.
A full schedule of 12 to 14 games offers opportunity to excel
at a very high level.
PEM130: VARSITY FOOTBALL PEM135: JV FOOTBALL
The JV, composed of underclassmen with varsity potential,
plays six games. The varsity, composed mostly of uppers and
seniors, play a nine-game schedule in the Class A league
ending with the traditional Andover game.
PEB160: BOYS VARSITY SOCCER PEB165: BOYS JV SOCCER
The boys varsity and junior varsity teams play a 16to 18-game schedule. The practices are designed to
improve endurance, sharpen individual skills and
inculcate team tactics.
PEG160: GIRLS VARSITY SOCCER PEG165: GIRLS JV SOCCER
Girls soccer at Exeter focuses on reaching individual
potential within a team concept. The varsity plays a very
competitive schedule against other independent schools.
The junior varsity plays a strong schedule in both number
and opponents. For both levels, the season culminates with
the deeply traditional Andover contest. For the varsity,
this is followed by participation in the New England Large
School Invitational Championship.
PEB180: BOYS VARSITY WATER POLO PEB185: BOYS JV WATER POLO
The varsity team has a schedule of approximately 18 games
that ends with the New England Championships. The JV
team has approximately 10 games. Each squad has 16
members. Prior experience in water polo or competitive
swimming is not necessary.
PECMGR: V/JV TEAM MANAGER
Managers are volunteers who, through communication
with the team’s coach, will perform duties that may include
care of equipment, timing and scoring at games, recording
statistics, etc. This is a six-day-a-week commitment. A
minimum exercise program, occurring on practice days
and set up by the coach, is required. This offering is open to
lowers, uppers and seniors. A student may not manage more
than two terms in a given year, nor manage two teams and
take the Sports Option for the third term.
PEG140: GIRLS VARSITY VOLLEYBALL PEG145: GIRLS JV VOLLEYBALL
The team plays a competitive schedule against other private
and public schools in New England. Practices are designed
to improve team play and individual skills and consist of
high-level drills.
79
Fall Physical Education
Programs
■
PEC100: INTRODUCTION TO FITNESS
This fitness program introduces participants to our fitness
facility and the fundamental principles of cardiovascular
and resistance training. Instruction is given regarding the
basic mechanics of movement, physiology of exercise, the
role of stretching and the use of heart rate/target zones for
training. Daily activities are based on individual student goals
emphasizing the development of lifelong fitness habits.
Note: Students may enroll in PEC100 for only one term.
PEC200: INTERMEDIATE FITNESS
The intermediate fitness program is designed for students
who have already taken PEC100 (Introduction to Fitness).
Topics covered in PEC100 will be reinforced and students
will be introduced to more-advanced principles of
cardiovascular, flexibility and resistance training. Daily
activities may include cardiovascular and strength training
with the continued emphasis on lifelong fitness habits.
Prerequisite: PEC100 or the permission of the department.
PEC300: CHALLENGE FITNESS
Challenge Fitness is designed for students looking for an
intense, group fitness experience. Students will be introduced
to a variety of rigorous cardiovascular, flexibility and resistancetraining methods. The instructor will direct the class through a
series of programs that will include plyometrics, agility exercises,
interval training and circuit training, as well as functional
movement and functional stability exercises. Students should
expect to improve their overall fitness levels within a highly
motivated group setting.
Note: The instructor reserves the right to find alternative placement
for those students who do not possess adequate baseline fitness levels.
PEC104: YOGA AS MEDITATION PEC106: VINYASA YOGA
Yoga at Exeter is taught in several ways, and choosing one
is a matter of preference. Yoga is an individual practice and
all students are welcome regardless of previous experience.
In both types of yoga, joints, muscles and internal organs
benefit from movements that stimulate often-neglected
areas of the body. You can expect to improve overall
mobility, strength and balance and will probably enjoy stress
reduction and a greater sense of well-being, too.
Yoga as Meditation, a style sometimes referred to as “gentle
yoga,” focuses on learning and holding classic asanas
(poses), working with the breath (pranayama) and practicing
mediation skills in a calm and peaceful environment,
allowing the mind and body to quiet. Vinyasa Yoga is for the
student who is seeking the same overall benefits as listed
above but through a more active sequence of movements.
Students are encouraged to provide their own mat.
PEC107: CLUB RUNNING
The club running program is designed for students who
want to run for fitness. Beginning runners will receive
thorough introduction to distance running. Experienced
runners will further develop their speed and stamina. Daily
runs of 2 to 5 miles will compose the bulk of the training, but
alternate modes of training and drills that are essential to
strong, injury-free running will also be part of the course.
PEC109: THEATER MAINSTAGE PERFORMANCE
See Theater and Dance offerings.
See Music offerings.
PEC112: THEATER MAINSTAGE TECHNICAL CREW
PEC133: PILATES
Pilates, originally developed by Joseph Pilates more than
80 years ago, is an anatomically based method of body
conditioning consisting of strengthening and stretching
exercises emphasizing core strength and stability. This course
will be based on mat exercises that will improve not only
total body and core strength, but also postural alignment,
flexibility, balance, coordination and endurance. Weightbearing exercises and a cardiovascular component will be
included in addition to the mat work to produce a complete
fitness workout. This course can be used as an excellent
fitness workout in itself or as a supplement to other fitness/
athletic endeavors. Modifications to all exercises will be
taught in order to accommodate all fitness levels and to
facilitate individual improvement.
PEC140: CLUB VOLLEYBALL
This course is for beginning and intermediate players looking
to improve their skills in volleyball. This section is open to
students who have not participated in the varsity or junior
varsity programs. Class will consist of drills and games.
PEC150: OUTDOOR CHALLENGE
Outdoor Challenge (ODC) is a group-oriented,
teambuilding program for those who want to be active in
the outdoors. Possible activities may include, but are not
limited to, hiking, canoeing, cycling, high- and lowropes challenges, obstacle activities, outdoor survival
education, camping skills and orienteering. This class
will be taught on and off campus. PEC150 may be taken
only once. Participants must have a cycling helmet and
access to a bicycle.
PEC160: CLUB SOCCER
Club soccer offers a combination of instruction and
intramural games with an emphasis on competitive play,
and works toward skill development and team strategies.
PEC171: CLUB TENNIS
Club tennis is designed for both beginning players and
those who have already learned the basics of tennis. Players
are evaluated at the beginning of the term and sectioned
into smaller groups based on ability and experience. This
section is open to students who have not participated in
the varsity or junior varsity programs. Players compete in
singles and doubles through round-robin and/or team play.
Club coaches also conduct team practices in singles and
doubles and/or club team matches. Free-hit days are also
scheduled into the section. Spring club tennis sections may
also play matches against the prep program competitive
tennis section. Proper tennis shoes, racquet and tennis balls
are required.
PEC175: COMPETITIVE TENNIS LADDER
Competitive tennis is for those players who desire more
one-on-one competitive match play. This section is open to
students who have not participated in the varsity or junior
varsity programs. Players in this section should have a solid
background in scoring and be on the intermediate level or
above. The class is structured around singles and doubles
round robins, drills and free hitting. Proper tennis shoes,
racquet and tennis balls are required.
PEC260: CLUB SQUASH
The club squash program is designed to help beginners
and others who have not made varsity or JV learn basic
strokes and tactics. Required: racquet, one ball and eyeprotection glasses.
PEC330: GIRLS CREW (ADVANCED) PEC331: BOYS CREW (ADVANCED)
Experienced rowers and coxswains place emphasis on
improving individual technique and aerobic conditioning
at low cadences in fours and eights. All look forward
to occasional intramural 3-mile races and our annual
500-meter Class Day Regatta. Practices occur, on average,
four days per week, including some Wednesdays.
PEC330: GIRLS CREW (NOVICE) PEC331: BOYS CREW (NOVICE)
Beginners are introduced to rowing and coxing in eightoared shells after a review of boatmanship and water safety.
By midseason, all are ready to participate in intramural
races. Novices who progress rapidly can become candidates
for the varsity crews in the spring. Practices occur, on
average, four days per week, including some Wednesdays. A
swim test is required.
DANCE
Winter Interscholastic
Programs
■
PEB210: BOYS VARSITY BASKETBALL PEB215: BOYS JV BASKETBALL PEG210: GIRLS VARSITY BASKETBALL
PEG215: GIRLS JV BASKETBALL
The varsity teams play once or twice weekly against college
JV teams and other independent schools. The JV teams
play separate schedules, competing with high schools
and other prep schools. Practices on both levels stress
the strengthening and polishing of basic skills, learning
offenses and defenses, and sharpening reactions to
tactical situations.
PEB250: BOYS VARSITY HOCKEY PEB255: BOYS JV HOCKEY
The boys varsity ice hockey program offers experienced
players a competitive schedule against other independent
schools. The JV team also plays a competitive schedule
against other independent schools.
81
PEG250: GIRLS VARSITY HOCKEY PEG255: GIRLS JV HOCKEY
The girls varsity ice hockey program offers experienced
players a competitive schedule against other independent
schools. The JV team also plays a competitive schedule
against other independent schools.
PEB260: BOYS V/JV SQUASH PEG260: GIRLS V/JV SQUASH
Squash is a sport that emphasizes racquet control,
speed and strategy. Varsity squash players typically
begin squash at the Academy and spend a year on the JV
learning the game. There are regular challenge matches
that allow players to move up the ladder, and a full
schedule of interscholastic matches.
PEB270: BOYS VARSITY SWIMMING PEB272: BOYS V/JV DIVING PEB275: BOYS JV SWIMMING
The boys varsity and JV teams have eight to 10 dual meets
each during the winter. The varsity ends its season with the
New England Prep Championships. Stroke-technique work
and weight training are emphasized. Divers with or without
competitive experience are encouraged to try out.
PEG270: GIRLS VARSITY SWIMMING PEG272: GIRLS V/JV DIVING PEG275: GIRLS JV SWIMMING
The girls varsity and JV swimming and diving programs
typically will schedule eight dual meets throughout
the season, culminating with the New England Prep
Championships. A variety of competition is scheduled.
Emphasis is placed on helping each swimmer or diver
realize her potential, concentrating on proper technique
and strength training with a solid team-training concept.
Swimmers and divers without competitive experience are
always encouraged to try out.
PEB280: BOYS V/JV TRACK PEG280: GIRLS V/JV TRACK
More than a 10th of the school traditionally participates on
the track team. Athletes find themselves at various levels
of development, so the training and competition schedule
is adapted to fit the individual. The most accomplished
athletes find themselves participating in such prestigious
meets as the Dartmouth Relays, the Eastern States
Championship and the National Scholastic Championship.
Others get their competition from meets with public high
schools. All athletes receive individual attention from
experienced and enthusiastic coaches.
PEM290: V/JV WRESTLING
The varsity wrestling team consists of the top wrestlers
in each of the 13 weight classes, from 103 pounds to
heavyweight. Team members challenge up the ladder.
The varsity schedule consists of dual meets, the Class A
Tournament, the All New England Tournament, and, for
those who qualify, the National Prep School Tournament.
JV wrestling is an extension of the varsity. Wrestlers move
up and down the ladder in their individual weight classes,
and four times a season challenge for the varsity. The team
practices with the varsity but has its own schedule of meets,
including contests with some other schools’ varsities and the
New England JV Tournament.
See fall program description.
Winter Physical Education
Programs
■
PEC104: YOGA AS MEDITATION
PEC106: VINYASA YOGA
PEC109: THEATER MAINSTAGE PRODUCTION
PEC260: CLUB SQUASH
The club squash program is designed to help beginners
and others who have not made the varsity or JV learn basic
strokes and tactics. Required: racquet, one ball, eyeprotection glasses.
PEC203: GROUP FITNESS
Group Fitness will use high levels of physical activity taught
through a variety of mediums. Possible examples include
aerobics, step aerobics, Pilates, Zumba, body tone and
yoga. It is expected that this class will be based in a studio,
with music much like the recipe for group fitness used by
fitness clubs.
PEC206: AQUATICS
Aquatics are a means to achieve cardiovascular fitness
through stroke development and participation in a variety of
swimming workout methods.
PEC210: CLUB BASKETBALL
Club basketball offers a combination of instruction and
intramural games with an emphasis on competitive play,
and works toward skill development and team strategies.
PEC242: FITNESS — OUTDOOR
Outdoor fitness offers noncompetitive, cross-country skiing
as often as possible through the Academy woods, around
the fields and on the river. Non-skiing days are spent hiking,
mountain biking or in other outdoor activities. Skis are
required.
PEC250: CLUB HOCKEY (COED)
Club hockey enrolls players (both boys and girls) from
beginner levels onward. It is, however, helpful to have basic
skating skill. Each player is assigned to a team that practices
and plays a regular schedule in this no-checking, intramural
league. Players are provided shin pads, elbow pads and
helmets. There are some loaner skates available, as well as
loaner sticks. Bring any equipment you have to the first class
when everyone will be fitted for a helmet and checked for
proper equipment.
DANCE
Spring Interscholastic
Programs
■
PEB280: BOYS V/JV TRACK PEG280: GIRLS V/JV TRACK
Track and Field at Exeter provides more than 100 athletes a
place to develop. There is an opportunity in our program
for motivated athletes of every ability. Each athlete has
a training plan that is a result of analysis of individual
needs and goals. Our most experienced athletes will lead
the way through rigorous training and a great competitive
schedule that culminates its regular season with the New
England Championship and a traditional contest with
Andover. Exceptional athletes may continue on to the
National High School Championship. No other school
in New England can boast of the facility that Exeter has.
The Ralph Lovshin Track (renovated in 2001) is a perfect
place for jumpers, with a grandstand along the final
straight, hardwired automatic timing (every athlete has
immediate feedback) and a shaded team area for up to 10
teams in prime access space.
PEB300: BOYS VARSITY VOLLEYBALL
The team plays a competitive schedule against other private
and public schools in New England. Practices consist
of high-level drills designed to improve team play and
individual skills.
83
PEB310: BOYS VARSITY BASEBALL PEB315: BOYS JV BASEBALL
Varsity baseball is for the experienced player who wishes
to improve his skills in an 18- to 20-game schedule against
teams in the Northern New England Prep School Baseball
League. A league championship series follows for the top
four finishers. Practices stress individual improvement and
team play. JV baseball concentrates on the fundamentals of
catching, throwing, hitting and base running. The squad is
composed mostly of underclassmen. The schedule of 12 to
14 games helps develop players for the varsity.
PEM350: VARSITY GOLF
The varsity roster carries seven to 10 players who compete
against other independent schools. The team plays at
Portsmouth Country Club and players must provide their
own clubs. A ladder provides opportunity for advancement.
PEB360: BOYS VARSITY LACROSSE PEB365: BOYS JV LACROSSE
Varsity softball plays a schedule of games against other
New England prep school teams. Practices stress individual
improvement and team play.
The boys varsity, in its 16- to 18-game schedule, competes
in Division I of the Northern New England Secondary
School Association and plays other teams in Massachusetts,
Connecticut, Rhode Island and New Hampshire.
Individual and team skills and strategies are geared for
successful transition to collegiate play. The boys JV team of
underclassmen concentrates in practice on fundamentals
and plays a 12- to 14-game schedule.
PEB330: BOYS V/JV/NOVICE CREW PEG330: GIRLS V/JV/NOVICE CREW
PEG360: GIRLS VARSITY LACROSSE PEG365: GIRLS JV LACROSSE
The varsity crews are the first and second eights of each
squad. A full schedule of 1,500-meter races with other
independent and public schools concludes with the New
England Interscholastic Regatta and, by invitation, the U.S.
Junior National Championship Regatta. The JV crews are the
third and fourth eights of each squad. These crews compete
at most of the same races and regattas as the varsity. Each
spring, some rowers and coxswains new to the sport earn
seats on the JV crews. The third eights also compete at the
New England Interscholastic Regatta and, if victorious, each
member earns a varsity letter. The novice crews are the fifth
and sixth eights in each squad. These crews have a schedule
of 1,000- and 1,500-meter races with neighboring private
and public schools. Students immediately begin to learn the
technique of rowing and coxing in eight-oared shells after a
required review of boatmanship and water safety. Novices
who progress rapidly can become varsity or JV candidates
in their first season. All crews practice five days a week and
race on Wednesday or Saturday. Rowers and coxswains
must pass the school swim test before enrolling in crew.
The girls varsity and JV teams play a challenging 15- to
17-game schedule. The program is designed to develop
players with strong abilities in speed, endurance and
stickwork, and a heightened sense of the game and team
responsibility. Opportunities exist for players to participate
on the state, regional and national levels, and in postseason
tournaments.
PEG310: GIRLS VARSITY SOFTBALL
PEM340: VARSITY CYCLING
Members of the cycling team compete against other
New England secondary schools in a series of time trials,
criteriums and road races. The New England Prep School
Championships are the culmination of the season. Students
should have their own racing bicycles, but those who do not
may arrange loans of equipment.
PEB370: BOYS VARSITY A/B TENNIS PEB375: BOYS JV TENNIS
In boys varsity tennis, there are two teams of at least six
players each. Both teams compete interscholastically. Team
matches include singles and doubles play. The top players
on varsity A compete at the end of the season in the New
England Prep School Tournament. The eight juniors and
lowers on the boys JV squad develop stroking techniques
and match strategies. A schedule of outside matches helps
develop future varsity players.
PEG370: GIRLS VARSITY A/B TENNIS PEG375: GIRLS JV TENNIS
In girls varsity A and B tennis, two six-member teams
compete interscholastically in both singles and doubles. The
girls varsity usually competes in two seasonal tournaments
in the late spring. The girls JV team carries at least six
players who practice and compete in a schedule comparable
to the varsity’s.
PEG380: GIRLS VARSITY WATER POLO PEG385: GIRLS JV WATER POLO
The varsity program will emphasize the building of sound
fundamental skills and team system play. The schedule will
include games and scrimmages against other secondary
schools, as well as some colleges. Prior experience in water
polo or competitive swimming is not necessary.
Spring Physical Education
Programs
■
PEC105: BICYCLING (BEGINNING)
Bicycling is open to students who own a 10-speed bicycle
or mountain bicycle. This section is open to students who
have not participated in the varsity cycling program. Though
not a racing activity, it increases ability and stamina. Rides
around Exeter vary from 8 to 15 miles, with occasional
longer rides. Bike helmets are required.
PEC108: CLUB FENCING
PEC131: ULTIMATE FRISBEE
This ultimate Frisbee program is designed to develop basic
skills through practices and intramural team play. It provides
an enjoyable game for students of any level of experience.
PEC171: CLUB TENNIS
Spring club tennis is for advanced beginners and over who
have learned the basics of tennis. Players compete in singles
and doubles through individual round-robin tournaments
and/or team play. Free-hit days are also scheduled into
the sessions. The spring club tennis sections will also play
matches against the prep program’s competitive tennis
section toward the middle to the end of the term. Tennis
racquet and tennis balls are required.
This section is for tennis players who desire more oneon-one competitive match play. The class is structured
around round-robin play and free-class hitting. Players in
this section should be advanced beginners and above. The
spring competitive tennis ladder will also play matches
against the prep program competitive tennis section toward
the middle to the end of the term. Tennis racquet and tennis
balls are required.
This course includes an introduction to the major fencing
disciplines of foil, epee and sabre. Instruction will cover
the basics of fencing movement, tactical gaming, and an
introduction to blade work in each of the three disciplines.
Drills and tactical games using the foil, epee and sabre
will concentrate on attack techniques and the defensive
techniques of distance parry, parry, beat and counterattack.
Exposure to the rules of open fencing and bouting will allow
students to begin fencing in pool bouts, 15-touch bouts and
team-tournament formats.
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PEC304: AMERICAN RED CROSS LIFEGUARDING
The purpose of the American Red Cross Lifeguarding
course is to provide entry-level participants with the
knowledge and skills to prevent, recognize and respond to
aquatic emergencies and to provide care for breathing and
cardiac emergencies and sudden illnesses until emergency
medical services (EMS) personnel arrive and take over. To
successfully complete this course and be granted the two
American Red Cross Certifications in Lifeguarding/First Aid
and CPR/AED for the Professional Rescuer (valid for two
years), you must attend all class periods; participate in all
skills sessions/drills, activities and scenarios; demonstrate
competency in all required skills and scenarios; and pass the
final written exam with a minimum grade of 80 percent.
PEC350: CLUB GOLF
In the club golf program, approximately 13 students play
four days a week at the Exeter Country Club. Students must
provide their own clubs.
DANCE
ADDENDUM: Enrollment in the following courses are
exceptional cases determined by the student’s adviser,
the Physical Education Department and/or the Dean of
Students Office. Enrollment in the following courses
can be in the fall, winter or spring terms.
PECSSP: SPECIAL ACTIVITY PERMISSION
A “Special Activity Permission” designation is reserved for
a student who wishes to earn physical education credit for
a longstanding, competitive activity that extends beyond
the scope of the current physical education curriculum. A
lower, upper or senior may petition the Physical Education
Department for credit for one term per year for such an
activity. The student will be required to meet with the
chair of the Physical Education Department to obtain an
application that details the expected requirements and
responsibilities of this process. Completed applications
will be considered by the department in October for the
winter term and January for the spring term. Special Activity
Permissions are historically granted on a very limited basis.
Please note that any sport offered in our Interscholastic
program is not eligible for Special Permission credit.
PECTEX: THERAPEUTIC EXERCISE
This course is for students who have a physical limitation
that precludes them from participating in any formal
physical education course offering but are able to do a
modified exercise program with the supervision of an
athletic trainer and/or strength and conditioning coach. A
personal exercise plan will be created for students to attain
a specific physical benefit, such as maintenance of the range
of motion, strengthening of weakened muscles, increased
joint flexibility, or improved cardiovascular and respiratory
function. Participation in this course is determined by
medical necessity and must be approved by the Academy’s
health care staff.
PECEXC: ACTIVITY EXCUSED
This is for students unable to participate in the physical
education program due to a medical condition. Permission
of the Academy’s health care staff is required.
Psychology
PSY550: INTRODUCTION TO PSYCHOLOGY
Students in this course study a range of explanations for
human thought, behavior and emotion. Readings, projects,
labs, demonstrations and class discussions facilitate
exploration of the biological basis of human behavior,
human development, perception, learning, memory,
cognition, social interaction, personality, psychopathology
and the treatment of mental illness. Reading may include
selections from the works of major figures in historical and
contemporary psychology, such as Piaget, Freud, Jung,
Skinner, Chomsky, Ainsworth and Gilligan. Literature, film
and students’ observations of themselves enrich discussions
focused on the self and its experience of development,
identity, love, hate, pain, pleasure, cognition and group
dynamics. Independent research may allow students
to focus on a specific topic of interest. Open to seniors.
Enrollment is limited.
Note: This course does not provide credit toward the religion
requirement.
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Religion
While the subject matter can vary widely from one
area of study to another, all religion courses reflect a
similar concern: the relation of the students to fundamental questions of meaning, purpose and value in
their lives. Study in religion is offered in each of the
four years. The courses assume no prior knowledge or
study of religion.
Courses may be taken in any order appropriate to the
student’s grade level:
JUNIOR: Religion 250, 255, 260, 265, 270, 290, 350,
355, 360
LOWER: Religion 250, 255, 260, 265, 270, 290, 350,
355, 360
UPPER: Religion 350, 355, 360, 450, 455, 460, 465,
470, 475, 550, 555, 560, 565, 570, 575, 590, 592, 594,
596, 598
SENIOR: Religion 450, 455, 460, 465, 470, 475, 550,
555, 560, 565, 570, 575, 590, 592, 594, 596, 598
The course in psychology, an affiliated course under
the aegis of the Religion Department, is listed on the
preceding page.
REL250: HEBREW BIBLE/OLD TESTAMENT
“In the beginning, God created the heavens and the earth. . . .”
So begins one of the most influential books in human history.
From ancient times until the present, Jews, Christians and
Muslims have grappled with the cosmic questions, universal
myths, compelling laws and dramatic narratives of the Hebrew
Bible, also known as the Old Testament. It is a book that is
both timeless and timely. In this course, students will gain
an appreciation of the historical, political and social context
from which the Hebrew Bible emerged, and will explore the
narratives’ eternal themes, such as creation and destruction,
rivalry and loyalty, love and betrayal, doubt and faith,
freedom and captivity, and forgiveness and revenge, as well
as delve into the ethical and legal teachings that have served
as a major foundation of Western civilization. Open to juniors
and lowers. Offered: fall term.
REL255: THE NEW TESTAMENT
The New Testament, which has been called “the most
widely read, quoted, debated, maligned, and believed book
in Western civilization,” will be the focus of this course.
We will read and explore the New Testament, study the
life of Jesus, the travels and letters of Paul, and the book of
Revelation, and will consider these both in their historical
context and in contemporary literature and films. Open to
juniors and lowers. Offered: winter and spring terms.
REL260: ONE NATION UNDER GOD?: RELIGIOUS
TRADITIONS IN AMERICA
America has always been a mix of various peoples and
faiths. This course examines the religious traditions that
make up the American religious and cultural landscape,
focusing on Judaism, Christianity, Islam, Buddhism and
Hinduism. The distinctive ethos and practices of each
are explored, along with their presence in the daily news.
Extensive use of visual materials, guest speakers, and
church and other site visits, as well as firsthand experiences
such as the opportunity to observe Buddhist meditation, a
Passover Seder, or a Muslim prayer service, assist students
in experiencing and examining these religious traditions.
Attention is given to the student’s understanding of his or
her own background in relation to the diversity of religious
expression today. Open to juniors and lowers.
REL265: RELIGION AND POPULAR CULTURE
Images, ideas, stereotypes and symbol systems of religion
surround us in popular culture, whether in movies, television
shows, sports, fashion, the Internet, music or literature.
From Disney to Harry Potter, “The Simpsons” to “House,
M.D.”, from rock and roll to hip hop, the materials for this
course will be drawn from a wide range of media. Through
the lens of American popular culture, this course introduces
students to the academic study of religion by exploring the
world’s religions and such topics as the problem of evil, the
afterlife, myth and the nature of the sacred. The course
will culminate with each student presenting his or her own
project on one expression of religion and popular culture.
Open to juniors and lowers.
REL270: FAITH AND DOUBT
This course invites students to an exploration through
fiction and personal narrative of the depth and complexity
of religious experience in its many forms from traditional
belief through skepticism. The texts we will read range
from some classics in this field to contemporary cultural
selections. In the past, students have read such books
religion
as Night by Elie Wiesel, Barabbas by Pär Lagerkvist, The
Alphabet of Grace by former Academy School Minister
Frederick Buechner, Siddhartha by Hermann Hesse, The
Color Purple by Alice Walker, The Secret Life of Bees by Sue
Monk Kidd, The Fault in Our Stars by John Green, and The
Opposite of Loneliness by Marina Keegan. By reading these
and other relevant texts, we will explore the timeless
questions of the human condition such as self-discovery,
suffering, mortality, goodness, faith and doubt, the quest
for meaning, and the development of a spiritual self. At
the end of the term, students will have the opportunity to
expound on these themes in their own lives as they write
a “mini-meditation” for their final class paper. Open to
juniors and lowers.
REL290: SELECTED TOPICS IN RELIGION
Open to juniors and lowers.
REL350: ISLAM
Islam is the religion of over one billion people and has
adherents across the world from Mecca to Brooklyn. Through
readings in history, scripture, theology, law, and spirituality,
as well as more contemporary memoir and artistic works, this
course introduces students to the diverse beliefs, practices,
and cultures of people who identify as Muslims. Students
will examine the history of the early Muslim community
and the life of the Prophet Muhammad, how Muslims relate
to and revere the Prophet, the process of revelation and the
compilation of the Quran, as well as the role that it plays in
the devotional life of Muslims, the development of Islamic
law (shariah), theological arguments regarding the nature of
God, and the ways that Islam is practiced in different cultures.
Towards the end of the term, students will study a number of
topics such as women and gender in Islam, jihad and warfare,
political Islam (Islamism), and Islam in America including
immigration, conversion, and African American experiences
of Islam. Open to lowers and uppers, and to juniors with
permission of the department. Offered: fall term.
REL355: JUDAISM
This course focuses on the development of Judaism from
the biblical period to the present, exploring the historical
evolution of Jewish holidays, life-cycle rituals and Jewish
law. Students will read materials from the Hebrew Bible,
rabbinic writings such as the Talmud and contemporary Judaic
scholars. Discussion topics include American Jewry, Zionism,
anti-Semitism and the Holocaust, and the emergence of the
State of Israel. Students will also have the opportunity to cook
and eat Jewish food, experience Jewish arts and culture, meet
a rabbi, and examine the Phillips Exeter Academy Torah
scrolls. Open to lowers and uppers, and to juniors with permission
of the department. Offered: winter term.
REL360: CHRISTIANITIES
What does it mean to be a Christian? Why are there so many
different Christian groups (including Roman Catholic,
Eastern Orthodox, Protestant and dozens more)? Is every
group that calls itself Christian really Christian? This course
will explore various definitions of what it means to be a
Christian, from the early church’s efforts to eliminate heresies
to contemporary disagreements about groups such as the
Mormons. A second focus of the course will be to look at the
different ways Christian groups define themselves in relation
to the wider culture. As a final project, each student will have
the opportunity to choose one group for an in-depth report on
how that group understands its Christian identity and how the
group relates to the culture around it. In addition to reading
and discussion, the course will include site visits, meetings with
religious leaders and films. Open to lowers and uppers, and to
juniors with permission of the department. Offered: spring term.
REL450: SOCIAL ETHICS: VALUES IN A CHANGING
AMERICA
Look at the front page of a daily newspaper, watch the news
on television or check the crawl on your computer screen,
and you will see people disagreeing about how to resolve
some of our society’s more basic conflicts. In this course,
students examine various contemporary social issues such as
changing birth technologies, abortion, genetic engineering,
euthanasia, affirmative action, censorship, pornography,
welfare reform, legalizing drugs, animal rights and the death
penalty. The course may include reading a daily national
newspaper and tracking issues of personal interest to the
student. The course provides students with the conceptual
tools and practical information necessary to understand,
evaluate and respond to the social issues of an ever-changing
modern life. Open to uppers and seniors.
REL455: GLOBAL ETHICS: WHAT’S WRONG WITH THE
WORLD?
Melting polar ice caps, oceans filled with plastic and empty of
fish, soon-to-be exhausted fossil fuel sources, the continued
scourge of global diseases, increasing disparity between the
rich and poor in the face of exploding population growth,
and other intractable world problems — what kind of a
world do we live in? What kind of a world should we live in?
This course will read authors in the forefront of social and
ethical analysis, such as Jared Diamond, Peter Singer, Lester
Brown, Bill McKibben and others, as we develop appropriate
responses to the global crises of this and the next generation
— in population, the environment, energy, pollution, climate,
health and wealth, food, and many others. The course will
include work with current news sources — both national and
international — as well as numerous DVDs and online clips to
illustrate some of the problems, as well as proposed solutions.
Open to uppers and seniors. Offered: fall and winter terms.
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religion
REL460: THE ETHICS OF THE MARKETPLACE
Does a corporation have responsibility beyond itself?
Should the bottom line trump ethical concerns? Who or
what protects the public interest? This course considers
these questions in the world of business and management.
Students will debate the moral aspects of institutional policies
and practices in such areas as the environment, fair labor,
executive compensation, globalization and international
sweatshops, consumerism and its opponents, advertising,
insider trading, whistle blowing, and the corporate
responsibilities of multinational firms. Readings will include
ethical theory, along with multiple case studies and films
illustrating current examples of ethical issues in business.
Students also track issues as they appear in the daily national
and international news. Open to uppers and seniors.
REL465: HINDUISM AND BUDDHISM
Hinduism and Buddhism are having a profound impact
on 21st-century culture, through practices such as yoga
and meditation; in the study of modern psychology; and
in films, television and other contemporary media. This
course will introduce students to the distinctive ethos of
Asian philosophies and ways of life, and to historical figures
such as the Buddha, Mahatma Gandhi and the Dalai Lama.
Students will encounter concepts of ultimate reality, the self
and the purpose of human life that have informed diverse
ethical systems and cultures in India, China, Tibet, Korea,
Japan and Southeast Asia. In this course, we will study
ideas, symbols, practices and traditions that have shaped a
continent and have found new expressions in today’s world.
Open to uppers and seniors. Offered: fall and spring terms.
REL470: READING THE BIBLE AS LITERATURE
Students often discover that knowledge of the Bible is
essential background for the study of literature, music, art,
history and many other subjects. This course, designed for
those who have little or no familiarity with the Bible, gives
students a knowledge of biblical narratives and characters,
and an understanding of the larger themes that have made
the Bible the greatest “best-seller” of all time and a major
influence on every aspect of Western culture. Open to uppers
and seniors. Offered: fall term.
REL475: WOMEN, GENDER, AND RELIGION IN FILM
For thousands of years, religion has played a central role
in shaping cultural norms about gender and sexuality.
In recent times, women’s voices have emerged to
raise fundamental questions about this history and its
implications: Why do women constitute the majority
of so many religious communities that bar them from
leadership? What parameters and expectations do religious
communities set not only for women and girls, but also for
men and boys? Does religion sanction sexism, and violence
against women? Is religion compatible with modern notions
of feminism and human rights? In this course, students will
explore these questions through the lens of contemporary,
critically acclaimed films that place women’s experiences
and storytelling at the center, such as Pray the Devil Back to
Hell (Liberia), Where Do We Go Now? (Lebanon), Snow (Bosnia
and Herzegovina), Wadjda (Saudi Arabia) and documentaries
about women’s religious lives. Course readings and
assignments will be geared toward fostering students’ ability
to think and write critically about film and the complexities
of religion, gender and society in the United States and
abroad. Open to uppers and seniors. Offered: winter term.
REL550: THE EMERGING SELF
This course offers varied religious and psychological
perspectives on human nature and experience. Students will
consider the role of religion in relation to the development
of the sense of the self. Readings include selections from the
writings of major figures in religion and psychology, as well
as works of memoir and fiction. Texts may include Peter
Shaffer’s Equus and Hermann Hesse’s Demian, and authors
may include Sigmund Freud, Carl Jung, Carol Gilligan and
others in modern psychology. The course culminates with a
reflective writing assignment. Open to uppers and seniors.
REL555: INTRODUCTION TO PHILOSOPHY
What is really real? How do I know what I know? Do
I have free will? What is the good? These and other
speculative questions have troubled the Western mind
for millennia. This course follows a topical approach to
the history of Western philosophy and focuses on such
issues as metaphysics, epistemology, the problem of evil,
the existence of God and the philosophical roots of ethics.
Students will read from the works of ancient and modern
writers such as Plato, Aristotle, Aquinas, Kant, Hume,
Bentham and Locke to assist them in coming to their own
understanding of these topics. Students will discover what
philosophy is and how philosophers question and reason.
Open to uppers and seniors.
REL560: EXISTENTIALISM
What is the meaning of life? Does life have any meaning?
Is traditional religion still relevant? Is God dead, or how do
we live in a world where it appears God is absent? Focusing
primarily on the 19th- and 20th-century literature of that
group of writers called the existentialists, this course
explores philosophical and theological issues associated
religion
with the problem of faith and meaning in today’s world.
Reading authors such as Kierkegaard and Dostoevsky,
as well as Kafka’s short stories, Sartre’s novels and plays,
Beckett’s plays, and Camus’ novels, students compare a
traditional understanding of God, humanity and the world
with other views that challenge, confirm or translate these
concepts into terms more relevant to the contemporary
world. Open to uppers and seniors.
REL565: MYSTICISM
It has been said that all religions converge in the
contemplative tradition — the great world illuminated by
the swamis and yogis of Hinduism, the core meditation
practices of the Buddha, the Kabbalist teachers of Judaism,
the Sufis of Islam and the Christian mystics. What can we
learn by reflecting on their teachings and their practices?
How do they connect with current research on the mindbody connection? How do these make possible a deeper
sense of self, or what we might call the “unique self ”? What
does it mean to speak of wisdom as a kind of knowledge?
We will consider selections from all the major faiths, from
the ancient texts of the Upanishads to the poets Rumi and
Meister Eckhart to modern writers such as Thomas Merton,
Howard Thurman and Pema Chodron. Open to uppers and
seniors. Offered: spring term.
REL570: THE HOLOCAUST: THE HUMAN CAPACITY
FOR GOOD AND EVIL
How did the Holocaust happen? How could some people
commit such heinous crimes, while others remained
bystanders, and still others risked their lives to save
innocent people? We will attempt to answer these questions
and many more as we examine the Holocaust from the
perspective of the human capacity for good and evil.
Discussions of human behavior as well as the religious and
historical sources of anti-Semitism will be examined as
background to the events of the 1930s and 1940s. Students
will also read Simon Wiesenthal’s The Sunflower to reflect on
questions of remembrance and forgiveness. The course will
culminate with a project of each student’s own design. Open
to uppers and seniors.
REL575: ZEN BUDDHISM
“What is the sound of one hand clapping?” and “What was
your original face before your parents were born?” are two
of the most famous Zen training riddles called koans. This
course will explore the religious tradition known as Zen
Buddhism, especially as it is practiced in Japan. Through
a reading of primary sources both ancient and modern,
including many koans, students are introduced to the
distinctive ethos and practice of Zen. The manifestations
of Zen in Japanese culture — the tea ceremony, landscape
gardening, the martial arts, Noh theater, flower arranging
and calligraphy — will also be studied to help introduce the
student to a non-Western method of experiencing reality.
Open to uppers and seniors. Offered: winter term.
This course is offered at student or departmental initiative
and may change from year to year. In 2016-2017 the
following four Religion 590 courses will be offered:
REL592: AN INTERDISCIPLINARY APPROACH TO
EPISTEMOLOGY (or The Question of How We Know
What We Know) Epistemology is a philosophical term meaning “the study
of knowledge,” or the question of how we know what we
know about the world around us and within us. We will
consider approaches to this question from many different
disciplines—the world of reason and abstract thinking, the
world of science, the direct experience of the five senses,
personal expression through the arts, and the practices
of contemplation or reflection. Our readings will include
sources in the Western philosophical tradition of reason
(Plato, Aristotle, Descartes, and Kant), the scientific
revolution (Galileo and Newton), the multiple expressions
of “postmodern” conflict with both reason and science in
art, literature, and social protest (Dostoyevsky, Virginia
Woolf, David Abram, and Patricia Bell Harris), and
the contemplative or meditative dimension in religion
(including practices known as “mindfulness” or “mindbody work.”) We will consider how all of these modes
of inquiry can come together in ways that contribute to
individual strength and social wholeness. The experimental
interdisciplinary class is jointly taught by a member of
the Religion Department and a member of the Science
Department, with guest teachers in the visual and
performing arts who are at the cutting edge of the way we
re-imagine the world around and within. Open to uppers and
REL594: IMAGINING YOUR FUTURE
Taught in collaboration with the Architectural Design
Program at Stanford
One of the most popular undergraduate courses at Stanford
is entitled “Designing Your Life”— which implies that life,
in fact, can be designed or planned out ahead of time. More
often than not, however, life is not linear, but probably
not totally random either. This course will assist students
in thinking through how their lives might unfold, what
choices they face in the future — in college and afterwards
— and how they might handle those choices. What does it
mean to come to “know thyself?” Before one “discovers
one’s passion” — an overworked phrase — how does one
determine one’s interests? What is the difference between
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religion
“finding a job,” and “discovering one’s calling” or vocation?
What is “meaningful work?” What is a fulfilling life, and
how does that affect one’s personal and professional
interests? Through a series of exercises and readings, the
students will have the opportunity to follow a process of
self-discernment. The reading list will include selections
from such books as Roadmap: The Get-It-Together Guide for
Figuring Out What to Do with Your Life by Roadtrip Nation;
Where You Go Is Not Who You’ll Be by Frank Bruni; Worthy
Dreams: Mentoring Young Adults in Their Search for Meaning,
Purpose, and Faith by Sharon Parks; Let Your Life Speak:
Listening for the Voice of Vocation by Parker Palmer; The
Universe in a Single Atom: The Convergence of Science and
Spirituality by the Dalai Lama; Cool Careers for Dummies
by Marty Nemko; Finding a Job You Can Love by Mattson
and Miller; What Should I Do with My Life? The True Story of
People Who Answered the Ultimate Question by Po Bronson;
and Working: People Talk About What They Do All Day and
How They Feel About What They Do by Studs Terkel. Group
creativity exercises, drafting a failure résumé, and writing
personal reflections papers are part of the course. This
course will be offered in collaboration with a parallel
course in the Architectural Design Program at Stanford
with multiple online exchanges as well as the possibility of
reciprocal visits by the students enrolled on each campus.
Open to uppers and seniors. Offered: winter term.
REL596: JEWISH AMERICANS: AN ANCIENT PEOPLE
IN A MODERN WORLD
Is traditional religion relevant in the 21st century? This
course explores ways in which one religious group is
balancing tradition and innovation in modern America.
Today, contemporary Jews are forging their own unique
identities, religious practices, and spiritual paths in
a religiously and culturally diverse America. Jewish
Americans might practice yoga; sport tattoos; eat organic
instead of kosher foods; grow up in an interfaith family
celebrating Christmas and Chanukah; become a female
rabbi; attend a Jewish gay wedding; identify as “spiritual”
rather than “religious”; only attend synagogue during the
Jewish high holidays; voice doubts about Israeli politics.
This course will explore many of the questions, challenges,
and affirmations of Jewish Americans in the 21st century
as a case study of how a religion balances tradition and
innovation to remain vibrant in a changing world. Open to
uppers and seniors. Offered: spring term.
REL598: SPRING BOOK CLUB FOR 2017
This course reads down selectively The New York Times
hard- and paperback non-fiction bestseller list, searching for
books which would make for lively Harkness conversations
about meaning, purpose and value in one’s life. The primary
focus of the class is on these discussions, specifically,
gathering a group of energized and like-minded students
who are interested in reading and talking about books
and the issues contained therein. Drawing together the
knowledge gleaned from their time at Exeter, and the
various courses an Academy student might take, the
students in this class will try to draw connections and
synthesize the materials they have covered in other classes
in their Exeter career as such information pertains to the
various books this course might read. Although the reading
list will change from year to year, depending upon the
bestsellers of the day, in the recent past this course has
read such books as Malcolm Gladwell’s Outliers, Sheryl
Sanberg’s Lean In, Jon Krakauer’s Missoula, William
Deresiewicz’s Excellent Sheep, Frank Bruni’s Where You Go
Is Not Who You’ll Be, Michael Lewis’s Flash Boys, Levitt and
Dubner’s Freakonomics, Ta-Nehisi Coates’s Between the
World and Me, Amy Chua’s Battle Hymn of the Tiger Mom, Jon
Ronson’s So You’ve Been Publicly Shamed, Walter Isaacson’s
The Innovators, plus many others in whole or in part. Most
written work will focus on self-reflections on the students’
time at the Academy and beyond. Open to uppers and seniors.
Science
The Science Department’s primary mission is to provide for all students a foundation of excellence in the
study of science. Whether as scientists or as scientifically literate citizens, Exonians must be well-prepared
to enter a world of increasing social and technological
complexity. In order to assist students in reaching
this goal, the science curriculum is designed to offer
students a variety of opportunities to engage with the
world around them — in the classroom, in the laboratory and in field work.
Hands-on learning, both collaborative and individual,
is at the heart of our course of instruction. The department considers the laboratory and the field to be
its Harkness table, and students will have extensive
practical experience. Therefore, classrooms in the
Phelps Science Center and in the Grainger Observatory include both laboratory and discussion space.
The department has integrated technology into the
curriculum in a variety of guises, all designed to
place the tools for discovery directly into the hands
of the students.
The Science Department believes that successful scientific inquiry requires the integration of observational ability, quantitative skills and analytical thinking;
in all courses, students will be challenged to reason
creatively and to think critically.
In keeping with the program broadly outlined above,
the Phillips Exeter Academy Science Department
strongly encourages students to take all three basic
courses — biology, chemistry and physics — as a minimal preparation for college.
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Biology BIO210/220/230: AN INTRODUCTION TO BIOLOGY
This sequence of courses is offered fall (BIO210), winter
(BIO220) and spring (BIO230). Biology 210 introduces cell
structure and function leading to a study of human anatomy
and physiology. Basic physical and chemical principles
critical to cell structure and function are also studied.
Biology 220 completes the study of human anatomy and
physiology. The remainder of the term is devoted to a study
of genetics (classical and molecular), nucleic acids and
evolution. Biology 230 surveys the various kingdoms of
living organisms and ecology. Open to juniors. Meets during
the reserve format.
BIO310/320/330: PRINCIPLES OF BIOLOGY
(BIO320) and spring (BIO330). This course follows the
same sequence of topics as does Biology 210/220/230 but
uses a different textbook. After completing this three-term
sequence, students will have covered the topics examined
in the SAT II test in biology. Not open to students who have
completed the BIO210/220/230 sequence. Open to lowers,
uppers and seniors. Meets during the reserve format.
BIO450: HUMAN PHYSIOLOGY
Biology 450 examines how the human body functions. The
complexity of and interactions between different systems
will be explored. Extensive laboratory investigations,
including a mammalian dissection, computer applications
and project work, compose a significant part of the course.
Prerequisite: One year of introductory biology. Open to uppers
and seniors (lowers with departmental permission). This course
meets during a reserve format in order to create a double-format
meeting time for weekly labs. Offered: winter term.
LABORATORY POLICY FOR BIOLOGY
BIO455: ANIMAL BEHAVIOR
Laboratory work is an essential and integral part of the biology
curriculum in the Science Department. The proximity to local
ponds, rivers and the coast allows students to collect and observe
representative organisms from those habitats for observation
in the laboratory. Behavior, feeding strategies and structural
modifications as they apply to function are studied in these
organisms. In addition, observation of preserved specimens and
observation of dissection is required of those enrolled in biology
courses at the Academy.
This course is an introduction to the study of animal
behavior. It explores the development, cause, evolutionary
origin and function of a host of behaviors, such as sexual
behavior, communication, dominance, territoriality and
learning. Weekly laboratory work and field trips involve
the observation of and experimentation with animals,
including fish, bees, crayfish, birds, buffalo, donkeys
and more. Prerequisite: Open to uppers and seniors (lowers
with departmental permission) who have taken one year of
introductory biology. This course meets during a reserve format
in order to create a double-format meeting time for weekly labs.
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BIO460: ORNITHOLOGY
BIO475: EVOLUTION
This course emphasizes field identification of locally
common species and habitats. Spring migrants are the focus
of the course, along with winter finches and waterfowl that
may have lingered in the Exeter area. The course utilizes a
systems approach to the biology of birds, with investigations
into their life histories, ecology, evolution and behavior.
meeting time for weekly labs. Offered: spring term.
Students will read Weiner’s Pulitzer-prize-winning
book, The Beak of the Finch, for its excellent examples of
evolutionary changes that are being observed and measured
today. Then Sean Carroll’s new text on Evo Devo, Endless
Forms Most Beautiful, will help students understand how
changes in development occur and how those changes lead
directly to new physical characteristics in organisms. For the
first time, scientists understand how eggs become embryos,
which then become ordered bodies. This process of animal
development turns out to have such amazing similarities
among all members of the animal kingdom that a common
descent from an ancestor that lived 600 million years ago
is the only possible explanation. Labs will range from fossil
examinations to a polymerase chain reaction exercise
to the production of stone tools. Prerequisite: One year of
introductory biology. Open to uppers and seniors. Meets during
the reserve format. Offered: winter term.
BIO465: ECOLOGY
This is a place-based, community ecology course which
focuses on our central New England region and covers many
of the major principles of ecology. It also includes learning
how to identify our common forest trees, understory plants
and game animals, as well as learning to look for evidence
to determine the disturbance history of our current forested
lands. It involves weekly field trips to ecosystems like a
nearby kettle bog, Plum Island’s Parker River National
Wildlife Refuge and our local central New England forests.
The reading list can include Wessel’s Reading the Forested
Landscape and The Myth of Progress, Leopold’s A Sand
County Almanac and Peterson’s Eastern Trees. Prerequisite:
One year of introductory biology. Open to uppers and seniors
(lowers with departmental permission). This course meets during
a reserve format in order to create a double-format meeting time
for weekly labs. Offered: fall term.
BIO470: HUMAN POPULATIONS AND
RESOURCE CONSUMPTION: IMPLICATIONS FOR
SUSTAINABILITY
In this course students consider human impact on the
environment. Issues of human population, demography
and carrying capacity will be explored in relationship
to the world’s food resources and urban land use and
management. Some of the consequences of the most basic
decisions we make as humans — how many babies should
we have, what do we eat, and where do we live? — will be
considered. The legal, ethical, economic and political aspects
of these topics will be an integral part of the course. Lab work,
as well as the completion of a local service-learning project, will
be required. Prerequisite: One year of introductory biology. Open
to uppers and seniors (lowers with departmental permission). This
course meets during a reserve format in order to create a doubleformat meeting time for weekly labs. Offered: winter term.
BIO480: BIOCHEMISTRY AND HUMAN NUTRITION
This course explores the chemistry, digestion and
functions of carbohydrates, proteins, fats, water, vitamins
and minerals in the human body. The importance of
adequate personal nutrition for optimal performance as an
adolescent is stressed. Special considerations include world
hunger, sports nutrition, eating disorders, drug-nutrient
interactions, weight control, and the relationship between
nutrition and disease. Students will apply the scientific
method and develop skills in personal diet selection,
consumerism and in evaluating controversial nutrition
issues in the literature. Laboratory investigations will focus
on the biological chemistry of foods and will also require use
of the Academy’s personal computers. Prerequisite: One year
of introductory biology or one year of introductory chemistry.
Open to uppers and seniors (lowers with departmental
permission). Meets during the reserve format. Offered: fall term.
BIO485: MARINE BIOLOGY
The relationships and interactions between marine
organisms and their environment are studied in class and
in the field. Field trips to estuarine and rocky intertidal
habitats allow students to become familiar with organisms
and to employ techniques often used by marine biologists.
meeting time for weekly labs. Offered: fall and spring terms.
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BIO490: INTRODUCTORY GENETICS I
This course considers the classical and contemporary views
of the nature, transmission and function of the hereditary
material. Laboratory investigations in plant and animal
genetics supplement class discussion. Prerequisite: One year
of introductory biology. Open to uppers and seniors (lowers with
departmental permission). This course meets during a reserve
format in order to create a double-format meeting time for
weekly labs. Offered: fall term.
BIO590: MOLECULAR GENETICS
This course examines the biochemistry of the gene in
greater detail and considers the underlying principles of
recombinant DNA technology. Because DNA science is
experimental, much of the time available in this course will
be devoted to laboratory work learning techniques of DNA
isolation, analysis and manipulation. Prerequisite: Biology
490 or Biology 510. Open to uppers and seniors. This course
meeting time for weekly labs. Offered: winter term.
BIO510/520/530: ADVANCED BIOLOGY
(BIO520) and spring (BIO530). This sequence of three
courses is the equivalent of an introductory college course.
Biology 510 studies principles of biological chemistry,
cytology and cellular energy transformations. Biology
520 studies molecular genetics, heredity and evolution.
Biology 530 studies taxonomy and systematics, ecology and
population dynamics. Independent laboratory work is an
integral part of the course. After completing this three-term
sequence, students will be prepared to write the Advanced
Placement examination in biology. Prerequisite: One year of
introductory biology and one year of introductory chemistry.
Open to uppers and seniors. Meets during the reserve format.
BIO670: BIOLOGY RESEARCH
Students in this course will be exposed to the process
of scientific investigation through collaboration with
researchers at Stanford University. The overarching goal
of Dr. Kim’s lab at Stanford is to explore the function and
development of insulin-producing cells in humans with
the ultimate goal of curing type I and type II diabetes. The
fruit fly is used as a model system because it has insulinproducing cells and many of the regulatory pathways are
the same as in humans. A critical part of this work, as in all
experiments involving fruit flies, is to be able to control
gene expression as specifically as possible. Students
will be involved in finding regions of DNA that control
gene expression in fruit flies. To do this they will learn
current techniques in fly biology, florescence microscopy,
molecular biology and bioinformatics. Useful strains of
flies made and characterized by students will be used
by researchers in Dr. Kim’s lab and made available to all
scientists working on fruit flies.
Note: Students taking the course during the spring of their
upper year are eligible to apply for an internship at Stanford
University in Dr. Kim’s lab for the summer between their upper
and senior year. Prerequisites: Students must complete an
application to be considered for the course. Students will be
selected by the instructors based on their interest in biology
and their academic record. Preference will be given to students
who have taken Biology 490, Biology 590 and/or AP Biology.
Meets during the reserve format. Offered: spring term, E and F
formats only.
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Chemistry
CHE310/320/330: PRINCIPLES OF CHEMISTRY
This sequence of courses is offered fall (CHE310), winter
(CHE320) and spring (CHE330). This course is designed
to foster deductive reasoning, creativity and cooperative
learning. Thereafter, the course continues to be laboratory
based. Topics include atomic and molecular structure,
states of matter, chemical and physical behavior of elements
and compounds, solution chemistry, kinetics, equilibrium,
thermochemistry, and electrochemistry. Mathematical
modeling and computer software are used to extend the
range of discussions. After completing this three-term
sequence, students will be prepared to write the SAT II test
in chemistry. Mathematics co-requisite: For CHE310, students
must be concurrently enrolled in MAT220 or MAT22T, or
higher. Open to lowers, uppers and seniors. Meets during the
reserve format.
CHE411/421/431: ACCELERATED CHEMISTRY
(CHE421) and spring (CHE431). This course is designed
for those students who have not had a previous full-year,
laboratory-based chemistry course, but who would like
to enroll in an accelerated one-year course that covers
the topics on the Advanced Placement exam. Because
this course covers two years of chemistry in three terms,
students should expect that this course will progress
at a more rapid pace and demand a greater degree of
independent study than the typical one-year science course.
Students wishing to enroll in Chemistry 411 are expected to
demonstrate a high level of proficiency in both mathematics
and in physics and must complete an application in order to
be considered for the course. The Science Department will
review applications and select those who are qualified for
enrollment. Application forms and further information are
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available from the Science Department chair. Prerequisite: A
full-year laboratory physics course. Open to lowers, uppers and
seniors. Meets during the reserve format.
CHE450: CHEMISTRY OF THE ENVIRONMENT
This advanced course investigates the chemical principles
that underlie current environmental issues. Students
will study the chemistry of the natural environment
(atmosphere, soil and water) and develop skills necessary
to analyze alterations that human beings have made.
Specific topics include ozone layer depletion, acid rain,
the greenhouse effect, photochemical smog, toxic organic
pollutants and heavy-metal contamination. Laboratory
work will include field sampling and will emphasize the
methods required to make accurate measurements of both
background and elevated levels of chemical substances
in the environment. Prerequisite: One year of introductory
chemistry. Open to uppers and seniors. This course meets during
a reserve format in order to create a double-format meeting time
for weekly labs. Offered: spring term.
CHE460: ADVANCED TOPICS IN CHEMISTRY:
NUCLEAR AND ORGANIC CHEMISTRY
In this advanced course, students will explore two different
fields of chemistry, each with applications that greatly affect
the environment and the quality of human life. Students
will have the opportunity to study nuclear reactions,
the design of nuclear power plants, and the history and
development of nuclear weapons, as well as the safety and
waste-management issues raised by nuclear materials
and recent global concerns of nuclear terrorism. While
studying organic chemistry, students will learn the names,
structures and reactivity of the functional groups found
in organic molecules, polymers and biomolecules. They
will be engaged in extensive laboratory investigations as
they synthesize and test a wide variety of compounds,
including oil of wintergreen, aspirin, rubber, plexiglass
R, polyurethane foam, nylon, soap and porphyrin rings.
Prerequisite: One year of introductory chemistry. Students who
have completed one year of advanced or accelerated chemistry
may also take this course. Open to uppers and seniors. Meets
during the reserve format. Offered: winter term.
CHE510/520/530: ADVANCED CHEMISTRY
(CHE520) and spring (CHE530). This sequence of three
courses is the equivalent of an introductory college
course. The sequence begins with a review of basic
chemistry and chemical reactions, and moves quickly
to cover topics of thermochemistry, atomic structure,
nuclear chemistry, bonding, states of matter, equilibria,
kinetics and electrochemistry. Independent laboratory
work is an integral part of this course. After completing
this three-term sequence, students will be prepared to
write the Advanced Placement examination in chemistry.
Prerequisite: One year of introductory chemistry and one year
of introductory physics. Introductory physics can be taken
concurrently with advanced chemistry. Open to uppers and
seniors. Meets during the reserve format.
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Earth and Planetary Science
EPS450: EARTH SYSTEMS
This course will study the complex interconnected
systems (e.g., lithosphere, hydrosphere, atmosphere and
biosphere) of our planet Earth. Students will develop an
understanding of the basic workings of the Earth from its
origin to the present, and will investigate the scientific basis
for some of today’s most pressing challenges, such as global
climate change and the search for newer and safer energy
resources. Selected topics will include plate tectonics, the
rock cycle, geologic time, the formation of the Appalachians,
natural hazards (such as earthquakes, volcanoes and
tsunamis), global climate change, and the challenge of
finding and managing energy resources. Laboratory work,
including local field trips and inquiry-based exercises using
authentic maps and databases (such as NOAA and USGS),
will complement classroom discussion. Prerequisite: One year
of physics or chemistry. Open to uppers and seniors. This course
meeting time for weekly labs. Offered: fall and spring terms.
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Environmental Science
BIO465: ECOLOGY BIO470: HUMAN POPULATIONS AND
RESOURCE CONSUMPTION: IMPLICATIONS FOR
SUSTAINABILITY CHE450: CHEMISTRY OF THE ENVIRONMENT
After completing all three courses, students will be
prepared to write the Advanced Placement examination
in Environmental Science. Courses can be taken in any
sequence.
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Physics
PHY210/220/230: AN INTRODUCTION TO PHYSICS
This sequence of courses is offered fall (PHY210), winter
(PHY220) and spring (PHY230). This course investigates
the topics of Newtonian mechanics: motion, force, energy
and momentum conservation; and topics in the physics
of optics, waves, electricity and magnetism. Students will
use both qualitative and quantitative methods to develop
understanding of these fundamental concepts. Laboratory
sc i e n c e
activities are a major component of the course, which
satisfies the physical science requirement. This course
assumes proficiency in basic algebraic skills. Students
wishing to prepare for the SAT II test will be better served in the
PHY310/320/330 sequence. Meets during the reserve format.
PHY221/231: AN INTRODUCTION TO PHYSICS
These courses are designed for ninth-grade students
who have demonstrated unusual ability for and interest
in physics. They cover material similar to that covered
in Physics 202 and 203, but do so more quickly, more
mathematically and with greater depth. These courses
prepare students for the Advanced Physics sequence. This
sequence of courses is offered winter (PHY221) and spring
(PHY231). Open to students who have been recommended by
their Physics 210 or 220 instructor. Meets during the reserve
format. Offered: winter and spring terms.
PHY310/320/330: PRINCIPLES OF PHYSICS
This introductory physics course covers a similar sequence
of topics as does Physics 210/220/230, but assumes a
greater mathematical competence (see prerequisites). After
taking this three-term sequence, students will be prepared
for the majority of topics that appear on the SAT II test in
physics. This sequence of courses is offered fall (PHY310),
winter (PHY320) and spring (PHY330). Prerequisite:
Successful completion of Mathematics 230. New students will
be placed appropriately by the Science Department. Open to
lowers, uppers and seniors (juniors by departmental permission).
Students who have taken PHY210/220/230 or PHY221/231
may not take this sequence. Meets during the reserve format.
CSC407 AND PHY315: INTRODUCTION TO
SCIENTIFIC MODELING THROUGH PHYSICS AND
COMPUTER SCIENCE
We understand nature through the observations we make of
the natural world and the models we build to understand those
observations. Computers play an increasingly vital role in
constructing these models and in presenting them to scientific
and lay audiences. The algorithmic thinking required to write
computer programs parallels the modeling done in science.
This joint course will explore model building and software
development through physics and culminate in a final project
in which the students will develop a computer model for some
physical phenomenon. The physics content of the course
will cover the Newtonian mechanics concepts of motion,
force and momentum. The computer science content of the
course focuses on the object-oriented programming paradigm
with important concepts covered in this course including:
algorithmic thinking, classes, inheritance and polymorphism.
prerequisite is successful completion of Mathematics 230. Students
who have taken PHY210/310 or CSC405 may not take this
course. Students who take this course will continue to Physics
220, 221 or 320 in the winter term. This course is scheduled for
two formats and students receive two term credits. Students must
register for both CSC407 and PHY315. Meets during the reserve
format. Offered: fall term.
PHY400: MODERN PHYSICS
In the early 20th century, two major scientific revolutions
drastically altered our understanding of nature: quantum
mechanics and Einstein’s theories of special and general
relativity. These will be the main themes of this course,
along with occasional excursions into nuclear and
particle physics topics. Students will perform and analyze
experiments to measure the speed of light; the mass, charge
and wave nature of the electron; as well as the quantization
of energy. In situations less conducive to hands-on work,
data from historical experiments or computer simulations
will be provided for analysis. This course picks up where a
rigorous, year-long introductory physics course leaves off.
Proficiency in algebra and basic physics principles will be
expected. Prerequisite: One year of physics, which includes the
study of motion, force, circular motion, energy, gravitation,
electricity, magnetism, waves and light. Open to uppers and
seniors (lowers with departmental permission). Meets during the
reserve format. Offered: fall term.
PHY450: ROBOTICS
Students in this course will learn to use a microcomputer to
control output devices and interpret input sensors. Students
will complete a series of small projects that will culminate
with a working autonomous robot. The initial focus of
the course requires students to build and analyze several
micro-controlled devices. Students will learn fundamental
engineering skills such as programming the microcomputer
and building simple electronic circuits. The middle portion
of the course will feature the construction of an autonomous
robot that uses a microcomputer and several sensors to
make navigational decisions. The final weeks of the course
will require students to independently research, design
and implement a system or systems that will increase the
capabilities of their robot. Prerequisite: One year of physics
or departmental permission. Previous experience in electronics
and/or computer science is recommended, but not required.
Open to uppers and seniors. This course meets during a reserve
format in order to create a double-format meeting time for
weekly labs. Offered: spring term.
Prerequisites: Open to lowers, uppers and seniors (juniors with
departmental permission). For lowers, uppers and seniors, the
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PHY460: ELECTRONICS
This introduction to electronics is a hands-on, projectoriented course. Students will build a variety of simple
devices, including timing circuits, alarms, flashers,
amplifiers and counters. By designing, building and
analyzing these circuits, students will gain a firsthand
knowledge of a variety of basic electronic components,
including resistors, capacitors, switches, relays,
transformers, diodes, transistors and op amps. Prerequisite:
One year of physics or departmental permission. Open to
uppers and seniors. This course meets during a reserve format
in order to create a double-format meeting time for weekly
labs. Offered: winter term.
students study electricity and magnetism — making extensive
use of experimental results and of calculus — with electric field
and potential being the unifying concepts. In the third term,
students finish the study of magnetism, including Maxwell’s
equations. Finally, they study oscillatory phenomena,
including both mechanical and electrical systems. After taking
this three-term sequence, students will be able to take the
Physics C Advanced Placement examinations in Mechanics
and Electricity and Magnetism. Prerequisite: One year of
introductory physics and concurrently enrolled in MAT430, or
one year of introductory physics and concurrently enrolled in
MAT420, with permission of the chair of the Science Department.
Open to uppers and seniors (lowers with departmental
permission). Meets during the reserve format.
PHY470: INTRODUCTORY ASTRONOMY
PHY570: ADVANCED ASTRONOMY METHODS
This introductory course emphasizes introductory
observational aspects of astronomy. Topics include
the relationship between the Earth and the sky, shortterm and long-term cycles in the celestial sphere, the
exploration of the solar system, light, telescopes, and
stellar evolution cycles. Practical work is done at Grainger
Observatory, located on the Exeter campus. Students
use a variety of telescopes at the Observatory to make
their own observations and measurements. Prerequisite:
One year of physics or chemistry. Open to uppers and seniors
(lowers with departmental permission). Offered: fall, winter
and spring terms.
This course emphasizes the practical and computational
skills used to make precise measurements of astronomical
phenomena with the goal of understanding the scale of the
universe. Topics include: the interstellar medium, Cepheid
variables, mapping the Milky Way, advanced stellar photometry
and spectroscopy, and the cosmic distance ladder. Students work
at Grainger Observatory, located on the Exeter campus, pursue
independent projects throughout the term, and study the work in
progress at other observatories and research centers. Prerequisite:
PHY470. Open to uppers and seniors (lowers with departmental
permission). Offered: spring term.
PHY480: SPECIAL TOPICS IN ASTRONOMY
This course examines selected topics of special interest
in astronomy and astrophysics, including: telescopes and
electronic imaging equipment, multifrequency analysis
of deep sky imagery, the study of open clusters, nebulae,
and solar system objects. Students use the full range of
equipment at Grainger Observatory, located on the Exeter
campus, and pursue independent projects throughout the
term. Prerequisite: PHY470. Open to uppers and seniors (lowers
with departmental permission). Offered: winter term.
PHY510/520/530: ADVANCED PHYSICS
This sequence of courses is offered fall (PHY510), winter
(PHY520) and spring (PHY530). This three-term sequence
is taken as a second year of physics. In the first term, an
emphasis is placed on synthesizing a variety of fundamental
topics into a coherent whole. Topics include linear and
rotational kinematics, dynamics including torque, energy
conservation, linear and angular momentum conservation,
and gravitation. Students will study a number of complex
situations, performing in-depth laboratory experiments,
and calculus-based theoretical analysis. In the second term,
PHY640: QUANTUM MECHANICS
This course seeks to outline the mathematical
underpinnings of the present theory of the microscopic
world. Beginning with a brief review of the dilemmas
faced by physics at the turn of the 20th century, we will
examine solutions to the Schrödinger equation and their
interpretations as wave functions of probability. Various
model systems will be studied: bound states of the “particlein-a-box,” the harmonic oscillator, the hydrogen atom,
as well as unbound examples of quantum mechanical
tunneling and reflection of free electrons. If time permits,
we will examine the description and consequences of
the electron’s “spin” on the structure and stability of
matter. A final project will involve creating a spreadsheet/
computer program to solve quantum mechanical problems
numerically. The mathematics required is a familiarity
with integral calculus, infinite series and elementary
differential equations at the Math 520 level. Prerequisites:
PHY400, PHY520 and MAT520 or permission of the
instructor. Offered: spring term.
Senior Studies
Senior Studies courses encourage students to make
connections across disciplinary lines and to utilize
skills they have developed in different disciplines.
They include both one- and two-term courses.
Enrollment in these courses is limited.
SRS502: AGRICULTURAL SCIENCE, PRACTICE AND
POLICY
This course will investigate agricultural systems and allow
students to define sustainable agriculture. Scientific topics
such as conventional versus organic systems, closed-loop
food production, soil science, nitrogen cycles, and plant
physiology will be explored. In addition, the course will seek
to answer the question, Why is agriculture important? This
will give students the chance to explore relevant topics in
policy and economics such as farm subsidies, farm trusts,
agricultural easements, agrotechnology and global food
issues. Emphasis will be placed on experiential learning
on local farms and on campus. The course also intends
to connect students to local agriculture and agricultural
research at nearby universities. This course meets during a
reserve format in order to create a double-format meeting time
for weekly labs. Offered: spring term.
SRS503: THE WORLD SEEN THROUGH A DAILY
NEWSPAPER
The materials and issues of this course are derived from
an intensive reading of the daily New York Times. Students
track various geopolitical, economic and social issues as
they are reported in the newspaper during the course of the
term. Class time is devoted to an analysis of these issues,
as well as to a discussion of whatever stories appear in the
newspaper on a given day. Occasional background materials
are included to help students place daily events in a larger
historical context. Offered: spring term.
SRS504: HUMAN RIGHTS
“An injustice committed against anyone is a threat to everyone.”
—Montesquieu
In this course we will examine the origins of ideas about
human rights as well as those documents, such as the
Universal Declaration of Human Rights, that define
contemporary understanding of those rights that assure
freedom, dignity and respect for each human being. We
will examine United Nations human rights legislation
as well as organizations such as Human Rights Watch
and Amnesty International, whose work is dedicated to
protecting the rights of people around the world. Our work
will include case studies and examination of one or more
civil and political rights (for example, children’s rights,
freedom of speech rights, torture and prisoners’ rights), and
at least one socioeconomic or cultural right (for example
water, education or the environment). We may also study
genocides of the 20th and 21st centuries in places like
Rwanda and Darfur. Reading for the course will include
Samantha Power’s A Problem from Hell: America and the Age
of Genocide, as well as material particular to the various case
studies and documents that make up the course. Films and
outside speakers will provide additional resources for our
study. Offered: spring term.
SRS505: THE BLACK EXPERIENCE IN WHITE
AMERICA I
This course will trace the African-American experience
from the time of slavery until the present. Students will
read primary and secondary sources to understand the
origins and conditions of slavery and the development of
black consciousness, leadership ideologies and protest
movements that culminated in the civil rights revolution
of the 1950s and 1960s. Other topics will include the
ideology of racism and the complex relationship between
issues of class and race. Primary documents will include
slave narratives, folklore, autobiographies, polemics and
literature. Offered: spring term.
SRS507: WHAT ARE SCHOOLS FOR?
In “This Is Water,” David Foster Wallace tells the story of
three fish. An old fish says, Morning, boys. How’s the water?
A young fish responds, What the hell is water? This course
will give students a chance to think about the water they’re
swimming in: schools, and the enterprise of education
generally. Why are schools the way they are? What are they
for? How did they get this way? How else might they be? To
explore these questions, students will read selected texts
in educational philosophy (including texts by John Phillips
and Edward Harkness) and examine the historical contexts
that have shaped educational norms. Students will also
explore contemporary issues in education, ranging from
brain research to technology to the role of media and the
arts; as scheduling allows, they may confer with educators
from other schools. Course requirements: a journal, a short
presentation on an outside text, and an independent project,
which students may share with the community to help shape
the future of this school. Offered: spring term.
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s e n i o r st u d i e s
SRS508: A STUDY OF SPORT IN SOCIETY
This course will examine the influence of sport on our
contemporary global society. Exploring issues of race, class,
education, coaching, gender, and the overall impact of the
multi-billion dollar industry sport has become. The course
will draw on the fields of sociology, psychology and history.
Resources will include guest speakers, video, articles and
texts including, “Aretism: An Ancient Sports Philosophy for
the Modern World” and “We Own This Game - A Season in
the Adult World of Youth Football.” Offered: spring term.
SRS509: SCIENCE AND RELIGION
Thinking about ourselves and our relationship to the
universe is an essential part of our being human. This
course examines how science and religion work together
to connect us to the cosmos. We consider the discarded
sciences of astrology and alchemy and compare these with
modern attempts to discover the unity of all knowledge
and understanding. We read and discuss selections from
a wide range of contemporary authors, including Richard
Feynman, The Meaning of It All; Stephen Hawking, Black
Holes and Baby Universes; Michael Polanyi, Science, Faith and
Society; Owen Barfield, Saving the Appearances; and Edward
O. Wilson, Consilience. We attempt to evaluate the changes
that are being made to our conceptions of space and time,
which are changing the way we view the realities that
science and religion describe. We learn that although it may
be impossible for us to understand everything there is to
know about the universe and ourselves, it is possible to learn
a great deal from those who have had the faith to try. Offered:
spring term.
SRS550: SPORTS SCIENCE
This course is for students interested in developing a more
solid understanding of the science behind performance
enhancement. It draws from many disciplines, including
physics, anatomy, physiology, biomechanics, kinesiology
and computer science, as it explores the relationships
among science, exercise and sports activities. Through
in-depth study of the musculoskeletal and cardiovascular
systems and evaluations of those systems as they relate to
exercise and activity, students will be able to safely assess,
design, prescribe and update exercise programs.
The goal of the course is to have students understand and
produce a scientifically based training and fitness plan to
help themselves and others more effectively prepare for
the sport or activity of their choice. Lab-based, the course
requires students to perform and measure simple activities,
using several software packages in the Sports Science Lab,
including Body Works, Ultra Coach and the N.E.A.T. videocomputer interface. The text, The Manual of Structural
Kinesiology, is supplemented with handouts from current
journals such as the Journal of Science in Sport and Exercise
and the Journal of Strength and Conditioning. Field trips to
local exercise physiology labs are planned. There are no
specific prerequisites for this course; however, students
signing up for Sports Science should have a keen interest
in sports and/or physical activity. Does not meet the Physical
Education requirement. Offered: spring term.
SRS552: SCIENCE, TECHNOLOGY AND PROFIT IN
SOCIETIES
In this course we will examine the interrelation of science
and social progress. As we will see, legal and governing
systems are inextricably linked to scientific progress, and
science is a catalyst for social change. Profit and fortune
seeking is a common denominator to both. We will examine
cases of this relation in a wide range of time and places:
from Mesopotamia to Silicon Valley. It is hoped that this
survey of ideas and events will serve the students as a
springboard for thought and action when in college and later
in their working lives.
Texts: The Day the Universe Changed by James Burke; Guns,
Germs, and Steel by Jared Diamond; Galileo’s Revenge: Junk
Science in the Courtroom by Peter Huber; The Economy of
Europe in an Age of Crisis by Jan de Vries. Part of the course
will be reading and relevant videos, and part will be student
presentations and student-directed discussion. Prerequisite:
Two years of lab science. Offered: spring term.
SRS553: SOCIAL INNOVATION
Social innovation is often defined as the creative pursuit
of solutions to social or environmental problems. In
this course, students will spend the first half of the term
exploring and discussing case studies of social innovation
projects. These case studies, along with texts like Thinking,
Fast and Slow by Daniel Kahneman and InsightOut: Get Ideas
Out of Your Head and Into the World by Tina Seelig, will
provide us with a working vocabulary for creative problemsolving methodologies and a historical understanding of
successful endeavors from the past. The second half of the
course will be devoted to student-designed group projects
that tackle real-world problems. Groups will share their
progress and elicit feedback from the full group through
periodic presentations and reports. The class will operate at
this stage as a laboratory for collaborative problem solving
and will explore the range of strategies that can be used to
tackle what social planners refer to as “wicked problems.”
Some student groups may decide to enter their project in the
University of New Hampshire’s Social Venture Innovation
Challenge at the end of the term. Offered: fall term.
s e n i o r st u d i e s
SRS554: DESIGN THINKING: CREATIVE PROBLEMSOLVING WORKSHOP
Design thinking is a problem-solving process that has
led to many innovations in fields ranging from medical
products, to engineering, to education, and even to
children’s toys. Some of the key ideas within the method
are designing with a human-centered approach, using
prototypes to facilitate design decisions, and embracing
design refinements based on feedback. Students at Stanford,
a leader in design thinking, used the method to design a
low-cost infant warmer that reduces infant mortality in
developing countries. Other students have created products
featured on Kickstarter, such as a self-watering kitchen
garden and a reinvented bicycle bell. At the start of the term,
students in this class will learn about and apply each of the
aspects of design thinking in a series of small projects in
which they will work together to create solutions to realworld needs and problems. These projects will ask students
to interview others to learn of their needs; to ideate with
their peers to identify possible solutions; to build prototypes
early and often; and to incorporate feedback to improve
their design solutions. Tools and materials appropriate to
making prototypes will be available. In the latter part of the
term, students will choose their own larger-scale projects
and spend the rest of the term developing them. They
will have the class group for support and collaboration
as they work through their projects individually or with a
partner. Offered: spring term.
Note: The course listed below has been offered in past
years, but will not be offered in 2016-2017.
SRS506: THE BLACK EXPERIENCE IN WHITE
AMERICA II
This course examines what it has meant to be black in this
country, and how that experience has affected whites.
After beginning with the study of the present conditions
of black Americans, this course traces the evolution of
that complex situation from the time of slavery until the
present. Emphasis includes the study of primary sources:
slave narratives, letters, diaries, autobiographies, literature
and the arts — that is, the expression of black consciousness
across three centuries.
This course also focuses on the 20th century and examines
the major premise of Gunnar Myrdal’s American Dilemma
(1944): that the American Negro problem is a problem in the
heart (or consciousness) of white Americans.
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Theater and Dance
Theater and Dance hold center stage within the
Exeter curriculum. Each art explores its own
disciplines and techniques, while teaching students
an array of creative skills that will enhance their lives
at the Academy and beyond.
These two performing arts join in our department’s
central mission to help our students better know
themselves, to thoughtfully explore their imaginations, to experiment creatively, and to effectively
express their ideas within the larger community.
Whether in a rehearsal room, on a film set or in a
dance studio, the growth of each student occurs in
the context of Harkness learning, a group dynamic
that is highly collaborative.
Our collective mission remains to inspire students toward greater understanding of their unique potentials
through thorough and disciplined research into the
creative process.
The Dance Program welcomes all students who are
interested in dance. It strives to offer students of all
levels and interests the opportunity to study, choreograph, perform and explore various dance forms.
Participation in and exposure to the arts is an integral
part of education, expanding one’s horizons and encouraging tolerance and understanding.
All theater courses provide one credit toward the
studio/performance arts requirement. Dance courses grant physical education credit, but not studio/
performance art credit. The dance studio is located in
the Davis Center. Major performances are held on the
mainstage in Fisher Theater. Informal performances
are held in the Davis Dance Studio.
Unless otherwise stipulated, all courses are open to
students at all grade levels and require no previous
experience.
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Theater
Major Productions: All students who choose to participate in a
major production should plan to enroll in PEC109 or choose the
Sports Option for the term in which the production is scheduled.
This course is the physical education component of
participation in a mainstage performance. Each term
the Theater and Dance Department mounts at least
one mainstage production. Students must audition
and interview for parts in the production, as well as for
positions on the technical crew. Every effort will be made to
accommodate all students in some aspect of the production.
T.M.P. offers students the opportunity to use the skills they
have learned in their theater classes and apply them on a
major scale, though there is no prerequisite. T.M.P. does
not carry academic credit; it does, however, meet the physical
education requirement for the term. Students will participate
in vigorous activities to warm them up for play rehearsals
and technical crew work. A passionate sense of exploration,
play and commitment are all that’s required to succeed in
this course. Students involved in a mainstage production
must be enrolled in this course or PEC112. Juniors (preps)
may audition for and participate in Theater Mainstage
Production with permission from the chair of the Theater and
Dance Department before signing up for the course.
This course is the physical education component of
technical crew. The crew works to create the set, props and
costumes for the mainstage show of the term. No experience
is required, though a willingness to learn a variety of skills
and how to use power tools is expected. During the actual
performances, the crew is responsible for running lights
and sound, stage managing, managing costume changes,
and moving sets and props. The crew meets four times
per week and on the Sunday and Wednesday of the week
before the show opens. Performances are on Friday and
Saturday nights and Sunday afternoon. Students involved
in a mainstage production must be enrolled in this course
or PEC109. Technical crew does not carry academic credit;
it does, however, meet the physical education requirement
for the term.
t h e at e r a n d da n c e
THR202: ACTING I
THR303: SCREENWRITING
Through individual and ensemble work, this course
introduces students to the essential tasks of the actor’s
craft. We develop vocal and physical technique, and engage
in exercises to develop imagination and characterization
skills. Students apply this work to scenes from 20th-century
American plays that they select and perform for each other
in class.
In recognizing the important role that film has in the life of
our culture today, this course focuses on the skills particular
to writing in that medium. Using the Robert McKee classic
text, Story, as our guide, we learn about elements of story
substance and structure, and we look at principles of story
design and style in screenwriting. We also analyze the way
these principles reveal themselves in significant modern and
classic films, as we read and discuss screenplays ranging from
Casablanca to Brokeback Mountain. Viewing of these films
accompanies class discussions. An important part of the course
revolves around guest speakers working in the field today as
screenwriters and/or producers, who come and participate in
workshops with our students. Students complete the course
with a portfolio of scenes and the treatment and outline for
their own original film. Open to uppers and seniors and to lowers
with permission of the department chair. Offered: winter term.
THR204: STAGECRAFT
This course explores past and present techniques of creating
and manipulating scenery, properties, costumes, light,
sound and makeup to enhance the theatrical event. Lecture
demonstrations and hands-on laboratory experience are
featured. Three single-class periods and one 75-minute lab
per week.
THR205: HANDS-ON PUPPETRY
In this course students experience the unlimited
applications of puppets: from innovative advertising
to issues of social justice, entrepreneurial pursuits,
improvisation and comedy, literature and storytelling,
applied therapy, and beyond. The history of puppets
will be explored to develop ideas and inspire new
applications. Students will imagine, design and construct
their own puppets, which can range in size, construction
and materials. Possibilities include traditional hand, rod,
and shadow puppets, 3-D printed, clay/animated, life and
or giant-sized parade puppets. This course culminates in
student presentations where puppets are activated in any
number of ways, such as live performances, staged events,
videos, commercials, animated films, music videos, and
short stories.
THR302: PLAYWRITING
This course explores the work of the playwright in theater. It
is a foundation course designed to introduce young writers
to the distinctive demands of this genre, with emphasis on
character and plot development through conflict and dialogue.
By studying work of 20th-century American playwrights, with
the different cultural voices that they bring, students learn to
cultivate their own theatrical voices and craft their own short
scenes. As a final project, students will stage a reading of their
own short plays. Open to uppers and seniors and to lowers with
permission of the department chair. Offered: fall term.
THR304: POETRY STAGE
The Poetry Stage course offers a class of students the
opportunity to not only collectively explore specific poetic
texts, but also to physicalize and dramatize such material for
an audience. Together, the class selects and/or focuses on a
body of poetry and develops it through a term-long rehearsal
process, culminating in a final production: a series of three
performances in our Black Box experimental theater. When
possible, the poet or poets work for a time in residence with
the class, helping students to uncover poetry at a deeper,
more experiential level than might be available in a traditional
classroom experience. The work is drawn from poets both
classical and contemporary, from famous writers to recently
published and/or prize-winning faculty and student poets.
Work in previous years has explored and celebrated themes of
diversity within the American experience. Offered: spring term.
THR404: ACTING II
This course continues the training of the actor. It allows
students to develop an approach to character and text beyond
their own culture and experience. Exercises build on Acting
I and encourage in-depth interpretation and character
choices. Vocal and physical training focuses on developing
techniques to explore dramatic texts from different cultures
and time periods: from the naturalism of Chekhov to the
rhyming couplets of Molière and the iambic pentameter
of Shakespeare. Prerequisite: THR202 or permission of the
department chair. Offered: winter term.
103
THR405: DIRECTING
THR200: INTRODUCTION TO THE THEATER
This course offers the essential theory and practice of stage
direction with emphasis on the leadership skills inherent in
creating a constructive ensemble rehearsal environment.
Beginning with a series of independent exercises aimed
at honing the director’s aesthetic sensibilities, the course
then invites each student to select and direct a short play
of his/her choosing. Students proceed step by step through
the entire production process: from play selection, script
analysis and casting through the detailed work of a rehearsal
period. All plays receive a public performance at the end of
term. This course is a prerequisite for all senior projects or
field courses in directing. Offered: spring term.
In this hands-on course students investigate many facets of the
process of making theater, from directing, acting or designing
from a script, to the creation and use of masks, puppets or a
soundscape for storytelling. Performance texts from ancient
Greece, Africa, Japan and Europe compliment theoretical
writings. Works by authors such as Stanislavsky, Artaud and
Brook are used to offer a historical overview. Introduction to the
Theater is a team-taught course, which provides an intensive
study of various theater techniques offered in the department.
It enables the curious or interested student to discover what it
takes to produce a play and provides the framework for more
in-depth theater courses, offerings a student might want to
explore through the course of an Exeter career.
THR406: LIGHTING DESIGN
This course draws from concepts in art, nature, science and
the humanities to explore the role of stage lighting in theater,
dance and other performances. Students will gain a technical
working knowledge of basic stage lighting equipment. The
artistic and psychological effects of lighting on stage will
be examined through a hands-on laboratory environment.
Students will develop a critical eye and a heightened
awareness of light in the world around them through
observation and collaborative discussion. Offered: winter term.
THR502: ACTING III — ADVANCED ACTING
ENSEMBLE
This course invites the intensive analysis and rehearsal of
the work of a major playwright. It may culminate in a series
of fully explored scenes or in a full-length production.
The course offers seniors the opportunity to build on skills
acquired throughout their Exeter career and immerse
themselves in a rigorous, thoughtful ensemble process.
Prerequisite: An earlier department acting course or permission of
the department. Open to seniors and to uppers with permission of
the department chair. Students must sign up for PEC109, or opt
out of sports. Offered: spring term.
THR590: SPECIAL TOPICS
Examples of special topic courses include Dance History and
Choreography, Costume Design, Stage Management, Mask and
Puppetry, or any other topic from Theater and Dance that
has sufficient interest from students. Open to lowers, uppers
and seniors or with permission from the department chair.
Offered: fall and spring terms.
Note: The course listed below has been offered in past
years, but will not be offered in 2016-2017.
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Speechmaking
THR203: SPEECHMAKING
This course offers theory and practice in writing, preparing
and delivering speeches. We emphasize effective
communication skills between speaker and audience,
looking at selection and structure of material and at the
vocal and physical skills necessary for effective delivery.
Students learn to critique themselves and one another to
produce the results they desire.
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Filmmaking
THR206: FILMMAKING
This course provides practical experience in basic
cinematography without dialogue. Using digital video
equipment, students learn about the use of the camera
and editing techniques to create their own short films.
Sequences from student and professional films are studied
and critically analyzed.
■
Dance Dance courses offered for physical
education credit
The dance program primarily focuses on ballet and
modern dance. Technique, flexibility, strength, control,
coordination and cardiovascular exercise are stressed at all
levels. Each class includes an extensive warm-up (barre in
ballet class, stretching and conditioning in modern dance
classes), followed by center- and across-floor exercises and
combinations. Choreography for upcoming performances
is often introduced in class. Intermediate and advanced
students are offered the option of participating in informal
performances, such as the Family Weekend program and
the Martin Luther King Jr. celebration. The Dance Company
is involved in additional performances. The Dance Concert
Ensemble presents the annual Spring Dance Concert.
Each level builds upon technical expertise gained in the
previous level(s). New material is introduced each term so
that a student may retake a course until technically ready to
move into the next level. If new to the program, contact the
instructor to determine appropriate level.
The following technique classes meet four days per week
(two days of ballet technique and two days of modern dance
technique) for the duration of the physical education term.
They are open to lowers, uppers and seniors.
Note: Although the dance program is structured for lowers,
uppers and seniors, there are a few spaces made available in the
technique classes for juniors with extensive dance backgrounds.
Interested students should speak with the dance instructor prior
to registering for classes.
DAN100: BEGINNING DANCE
Little or no previous dance training required. Offered: fall and
winter terms.
DAN430: DANCE CONCERT ENSEMBLE
The PEA Dance Ensemble’s annual Dance Concert is one of
two mainstage productions in the spring term. Performance
and/or choreographic opportunities are available to
intermediate and advanced-level dancers. Rehearsals are
held five days per week. Prerequisite: Dance 200, 250, 300 or
400. Offered: spring term.
Dance courses not satisfying the physical
education requirement
DNC010: SEMI-PRIVATE DANCE CLASSES
Upon request, small group lessons (5 to 10 classes per term)
are given in a particular dance technique, for a minimum of
four students. Students must be at a similar level of proficiency.
Adequate weekly practice is expected. When a 10-class session
is offered, a student may request 1/3 credit, which would
appear on the student’s transcript, but this credit would not be
applicable toward the graduation requirements. Contact the
Director of Dance for more information. Open to all grade levels.
Note: The cost for semiprivate lessons in 2016-2017 will be $110 if
a five-class session is offered or $210 if a 10-class session is offered.
This is in addition to the regular tuition.
DAN200: INTERMEDIATE DANCE I
Previous dance training, which must include ballet, required.
Offered: fall, winter and spring terms.
DAN250: INTERMEDIATE DANCE II
Previous dance training, which must include ballet, required.
Offered: fall and winter terms.
DAN300: ADVANCED DANCE
Prerequisite: Permission of the department and extensive
dance training, which must include ballet. Offered: fall and
winter terms.
DAN400: DANCE COMPANY
In addition to four days per week for advanced-level
technique classes (M,T,Th,F), DAN400 includes two
days per week (usually Wednesdays and Saturdays) for
choreography rehearsals, and tech rehearsals and/or
performances. Prerequisite: permission of the department
based on audition and extensive dance training, which must
include ballet. Offered: fall and winter terms.
105
Transition Courses
SSK100: STUDY SKILLS
Juniors and lowers new to Phillips Exeter Academy may be
recommended for this one-term pass/no pass course on the
basis of their academic performance during fall term and
the advice of their advisers and of the academic advising
committee. The major objectives of this course are to learn
more efficient study methods, to develop time management
techniques, to anticipate what teachers will deem most
important in courses, and to efficiently meet those goals.
This course counts as one of the student’s five courses and
provides one term credit. The course, which is not a study
hall, makes use of a variety of materials and texts and also
provides students with an opportunity to focus more closely
on the demands and homework of their other courses.
Coursework is graded as pass (P) or no pass (NP). Open to
juniors and lowers new to PEA with permission from the Dean of
Academic Affairs. Offered: winter term.
TRN100: TRANSITION TO THE HARKNESS
CLASSROOM
Transition to the Harkness Classroom is offered only in the
fall term to new international students for whom English
is not their first language. The course is not an ESL course
but focuses on the academic transition to Exeter, including
participating at the Harkness table, analyzing literature and
writing papers. Students benefit from practicing discussion
skills at a Harkness table with their peers. They also provide
a circle of support for one another during the challenging
first term at the Academy. Open to juniors, lowers, uppers and
Non-native English speakers new to Phillips Exeter Academy
should consult with the Dean of Students Office to determine
whether they are suitable candidates for this course. It is
designed to facilitate the transition to a demanding academic
program of reading, writing and discussion for students for
whom English is not their first language.
Special On-Campus
Offerings
FIELD COURSES
Qualified students, who have exhausted the related course
offerings in a particular discipline, may petition to add a
field course as part of their program. Field courses involve
advanced and, in appropriate measure, independent study in
a field of special interest and competence. Such work earns
one credit per term. Field courses are graded and generally
meet in a regularly scheduled format. Students must obtain a
petition from the chair of the academic department in which
the course would be offered. The petition requires a course
content proposal and a series of approval signatures from the
instructor, the student’s academic adviser and the department
chair. Seniors should consult with their college counselors.
Field courses are approved only when petitioning students
have persuaded the chair that their field course promises
desirable educational results that the existing curriculum
might not provide. A department reserves the right to approve
or deny any field course proposal; staffing constraints or other
considerations may override the worthiness of a particular
petition. Petitions for field courses must be submitted by
midterm of the term preceding the desired course placement.
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Projects are approved only when petitioning students have
persuaded the faculty that their projects promise desirable
educational results that traditional instruction might not
provide. Although projects are student-initiated, they are
not approved as a matter of right, but remain subject to the
educational control of the faculty. In general, one-year seniors
are not eligible.
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Approval and completion of Senior Projects are
governed by the following understandings:
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In either the second or third term of the school year,
a senior may request to substitute one project for one
formal course.
Projects are graded on a pass/no pass basis and
provide one academic credit, but may not be
substituted for a course required for the diploma.
Students must design their own projects and present
a clear statement of goals in a proposal and submit a
senior project application form. Students must also
secure the written approval of their academic advisers
and project advisers. If the project falls within the
jurisdiction of an academic department, it requires
the approval of the full department and the heads
of academic departments; if outside, it requires the
approval of the heads of academic departments and
the full faculty.
Students must observe the following schedule:
SENIOR PROJECTS
The faculty affirms its belief that education takes place outside
as well as within traditional classrooms. Thus, seniors may
design individual or joint projects of comparable value and
scope to those of an academic course. If such learning replaces
formal instruction, however, it requires the same kind of
preparation, evaluation, support and supervision that classes
demand. For this reason, instructors will ordinarily be advisers
for no more than one project per year. Seniors may take only
one project during the year.
Project advisers will write a comment for the student’s
report at the end of the term.
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Every senior who intends to propose a project must
meet with the Dean of Academic Affairs to begin the
approval process.
A senior proposing a project outside of a department
should see the Dean of Academic Affairs as early as
possible.
By the end of the fourth week of the term preceding
the project term, a senior must present electronic
copies of the final written proposal, with required
adviser approval, to the appropriate department chair
and to the Dean of Academic Affairs.
At the last faculty meeting of the term, printed lists of
all projects will be presented to the faculty.
Students with approved projects must meet for
conferences with project advisers at least one period
per week throughout the term.
Students are required to present the final results of the
project in some tangible form such as written report,
reflective essay, lesson plans, journals, portfolio,
videotape, public performance or exhibition. When
possible, each student will submit a record of the
project to be included in the Academy’s archives.
At the end of the term, students will make summary
presentations of their work to members of the
community in a public showing of Senior Projects.
107
Special Off-Campus
Offerings
Applicants should ascertain that their time off campus
will not jeopardize the fulfillment of the regular requirements for the diploma. Particular attention must
be paid to the requirements in English, Modern and
Classical Languages, History, Mathematics, Religion
and Science. Students should check with the director
of the program of interest to determine if a term credit
in physical education or any additional credits will be
granted. Day students who are selected to participate
in off-campus programs become boarding students for
that term (year) and must pay the boarding tuition for
that term (year). Some programs also include a surcharge to reflect the higher cost of the program. Students should ask the director of the particular program
or the Director of Global Initiatives for information.
Specific dorm or room assignments cannot be guaranteed for students returning from off-campus programs, and students leaving for programs during the
year must vacate their rooms and make them available
to other students returning to campus. Students on
financial aid do not pay more to attend any of the off
campus term or year-long programs. Any surcharges
are included in the determination of the grant. For the
Exeter-designed programs, financial aid is available and
calculated through the regular need-based financial
aid process. For the three external programs in which
we participate (Mountain School, School Year Abroad
and Island School), Exeter’s financial aid office works
with the financial aid office of the external program to
calculate a combined financial aid grant. The programs
are competitive, and admission is not guaranteed. The
availability of some of these programs is dependent
upon sufficient enrollment and the staffing needs of the
Academy. The Washington Intern Program, Fall Term
in France, Fall Term in England, Winter Term in Taiwan,
Winter Term in Italy and Winter Term in Ecuador all
require a minimum of eight participants in order to run.
THE MOUNTAIN SCHOOL
Exeter participates in the fall and spring semesters of The
Mountain School of Milton Academy. The program offers
uppers (and occasionally seniors) the opportunity to enjoy a
different living and learning experience, while at the same
time retaining a rigorous college-preparatory academic
schedule. The school is located on a 300-acre farm in
eastern Vermont and is intimate in size — 45 students and 12
faculty members. The purpose of the program is to provide
students, through their studies; their work on the farm and
in the forest; and their day-to-day life in rural New England
with a new understanding of their relationship with the
natural world and the responsibility this relationship creates.
Students wishing to participate in the program must apply in
January of the previous school year. Successful completion
of the program grants five term credits. Students will
earn one English term credit, and depending upon the
courses they enroll in, they can earn credit in U.S. history,
mathematics, modern languages, classical languages or
science. There is a surcharge for the program.
WASHINGTON INTERN PROGRAM
The Washington Intern Program, inaugurated in 1966, is
open to qualified seniors. One-year seniors are not eligible to
participate. Each student is assigned to the office of a United
States senator or representative and works in that office
during the day. Though the initial work tends to be clerical,
interns often assist their offices in other ways, including
answering constituent mail, researching legislative fact
sheets, writing drafts of speeches, and reporting business
conducted at hearings. They are also given time by their
offices to observe the various branches of government in
operation. In addition, seminars arranged by the director
of the program bring interns together with prominent
Washingtonians of various professions and divergent
political philosophies. Speakers, about 12 in number, include
members of the administration, judges, lobbyists, and
officers of regulatory agencies. Interns live in Washington.
The director of the program is in residence. Students who
are considering applying to the WIP should not sports opt
during the fall or winter terms of senior year.
Successful completion of the program grants two term
credits. Students may elect to enroll in an English seminar in
Political Literature and American Culture in order to receive
English term credit. Interns must satisfy the residency
requirement of attendance on campus at Exeter during at
least three terms during the upper and senior years. The
program begins following spring break and ends the week
before graduation. There is a surcharge for the program.
SCHOOL YEAR ABROAD IN CHINA, FRANCE, ITALY
AND SPAIN
School Year Abroad, founded in 1964, is a program
sponsored by the three charter schools of Exeter, Andover
and St. Paul’s. The heads of these three schools rotate
as members of SYA’s board of trustees. In addition to
these three charter schools, SYA’s association includes a
consortium of other top U.S. independent schools that have
demonstrated a strong commitment to foreign and classical
s p ec i a l off- ca m p u s off e r i n gs
language instruction, as well as international education.
Admission to these programs is competitive. The total
enrollment in each program is about 60 students.
The programs in France and Spain are designed for students
going into their upper or senior years who have completed
two years of French or Spanish. The programs in China and
Italy are for students also going into their upper or senior
years who wish to begin or continue the study of Mandarin
Chinese, Latin or Italian. The China program is also suitable
for graduating seniors who would like to spend a postgraduate year in China. Each of these programs offers a full
year of residence and study in the respective country.
The programs are conducted during the school year in
Beijing (China), Rennes (France), Viterbo (Italy) and
Zaragoza (Spain). The courses have always been fully
accredited by the three schools. The purpose of these
programs is for students to participate in a full academic
year, as well as to reap the benefits of living in a foreign
culture while achieving a level of real fluency or skills
virtually impossible to attain at their home schools. Since
some of Exeter’s graduation requirements (e.g., Religion
and Science) cannot be fulfilled in Beijing, Rennes,
Viterbo or Zaragoza, interested students should develop
as early as possible a long-range plan of studies that will
assure their eligibility.
In each program, students live with host families and
participate fully in their lives. They join athletic and
cultural organizations with their Chinese, French, Italian
or Spanish counterparts and travel both on several schoolsponsored trips as well as independently. Academically,
each student pursues a minimum of five courses selected
from a curriculum especially designed for School Year
Abroad students. Standard upper and senior English and
mathematics courses are taught in English, generally by
teachers from the charter or member schools. Subjects such
as literature, language, history, environmental science,
civilization and art history are taught in the target language
by native instructors. The classes are rigorous and reflect
the standards of the sponsoring schools. Students are
encouraged to participate in physical activities; however,
they are exempt from the physical education requirement
while participating in the program. All College Board
Examinations are offered. More information may be found
at www.sya.org.
The cost of the programs, including flight, does not differ
significantly from the cost of a year as a boarder at Exeter.
Catalogs and further information may be obtained from the
Exeter SYA coordinator.
FALL TERM IN GRENOBLE, FRANCE
Students who have completed French 230 or higher may
apply for a fall-term program for seniors in Grenoble. The
program consists of one course taught by a resident PEA
faculty member and other courses taught by French faculty
(a French art history course, a course on contemporary
French culture, a history and geography course, and a
linguistics course.) Excursions to Paris and southern
France complement the academic program. Students live
with host families in Grenoble. The 10-week program
ends in time to allow students to take the SAT in the
United States in December.
Students will receive five term credits, including two language
term credits and one physical education term credit, for
completion of the program. A maximum of 12 students may
participate. There is a surcharge for the program.
FALL TERM IN TEMA, GHANA
The Ghana Program offers participating students an
opportunity to live and study in Ghana from mid-August
to mid-November. Students are enrolled at SOS-Hermann
Gmeiner International College (SOS-HGIC), a coed
boarding school located in the coastal city of Tema, about 20
miles to the east of Accra, Ghana’s capital city. SOS-HGIC
offers the International Baccalaureate (IB) diploma program,
a rigorous and broad-based, two-year, pre-university course
of study. The curriculum comprises six academic areas:
English; experimental sciences; mathematics and computer
science; modern languages/classics; individuals and societies;
and creative arts. The academic program is augmented with
athletics and a community service program. SOS-HGIC is
an SAT center, so students are able to take the SATs either in
October or November.
The program includes a 10-day midterm break in October
during which students undertake an organized cultural tour
of historic and cultural sites in Ghana. The tour provides
students an opportunity to acquaint themselves with the
people and culture of the country outside Accra and Tema.
The most popular of such sites are located close to the
regional capitals of Ghana, such as Kumasi in the Ashanti
Region, Tamale in the Northern Region, and Cape Coast in
the Central Region.
The program is open to seniors in good standing who will be
able to complete their diploma requirements either before
or after the term away. Applicants should be committed to
completing their college application process prior to leaving
for Ghana. Preference is given to applicants who demonstrate
special interest in African affairs and the desire to live and
study in an African country for a whole term.
Students will receive five term credits, including one nonWestern history credit, for completion of the program. There
is a surcharge for the program.
FALL TERM IN TOKYO, JAPAN
Qualified seniors studying Japanese can choose to study in
Tokyo, Japan, in the fall of their senior year. Students will live
with families and attend the Seikei High School, with Japanese
109
students of their own age. They will take an English literature
course and a Japanese language course with their peers from
Exeter, and will take an additional Japanese class with Seikei
students. Students also work with English teachers at Seikei
and work as interns assisting their English classes. Students
will participate in a trip to Kyoto, Nara and Hiroshima.
Students will participate in a project tour and will research
their chosen topic, such as traditional art, prior to the tour.
Students can participate in athletics and in art and music.
They will experience calligraphy, flower arranging, kendo,
judo, Japanese drums, and other traditional arts, such as
the tea ceremony.
Students will receive five term credits, including two language
term credits, for completion of the program. There is a
surcharge for the program to cover the cost of flights.
FALL TERM IN ST. PETERSBURG, RUSSIA
The Department of Modern Languages oversees a selective
program of fall term family stays in St. Petersburg, Russia’s
“northern capital.” Exeter students live with host families
whose children attend School #636, centrally located on
the River Neva two minutes away from St. Petersburg’s
famous Nevskyi Prospekt. Exeter students enroll for the fall
semester at School #636, where they study with Russian
students and receive extra tutoring in Russian language
with the school’s teachers. Courses that are offered include
history, literature, language, math and science.
Interested students should contact their Russian teacher
as soon as possible in their lower or upper year. There is a
surcharge for the program.
Students will receive five term credits, including two
language term credits, for completion of the program. Open
to uppers and seniors.
FALL TERM IN STRATFORD, ENGLAND
The Stratford Program, open to seniors, offers participants
an opportunity to live and study in Great Britain; to read
plays and see them performed by the Royal Shakespeare
Company; to travel to important historical sites; and to study
works by British authors and, often, to visit locations central
to those works. Students are housed under the supervision
of the director, an Exeter faculty member, in lodging near
Stratford-Upon-Avon.
The academic program varies from year to year to
incorporate the expertise of the director, but in all cases
it is rigorous and includes a course in Shakespearean
drama. Students take four courses, augmented by day
trips, longer excursions, and opportunities to see theatrical
performances and to meet with members of the Royal
Shakespeare Company.
The program runs from the beginning of September to
mid-November. The calendar includes one testing date for
the SAT at an English testing site used by all the Stratford
participants who wish to take the SAT.
Students will receive five term credits, including two English
term credits, for completion of the program. There is a
surcharge for the program.
FALL TERM AT THE ISLAND SCHOOL, CAPE
ELEUTHERA, BAHAMAS
Lowers and uppers are eligible to study at the Island
School on the shores of Cape Eleuthera, Bahamas, for the
fall term. This rigorous program focuses on sustainability
and experiential and environmental education. The 48
students, who constitute the program’s student body each
term, come from different schools and live and study on
the Island School campus. Students take courses in land
and environmental art, literature of the sea, Bahamian
history, math, marine ecology, and research. Students
also participate in scuba, daily morning exercise, kayaking
trips, community service and island exploration. The
Island School does not offer foreign language courses, and
applicants are encouraged to speak with their advisers about
the potential impact on their course of study. Admission
to the program is competitive. See the chair of the Island
School Committee for more information and visit www.
islandschool.org. Applications are available at the Island
School website and must be submitted to the PEA Island
School chair by mid-February.
Successful completion of the program grants five term
credits. Students will earn one term credit in each of studio
art, English and physical education, as well as two term
credits in the biological sciences. There is a surcharge for the
program. Prerequisite: one year of biology.
WINTER TERM IN TAICHUNG, TAIWAN
Seniors in the Chinese program have the opportunity to
spend their winter term in Taiwan at Providence University.
Students will live with host families, and take courses set up
for them, as well as being integrated with local students in
math, English and sports. The remaining academic program
will include literature, linguistics, history and current
events. In the afternoon our students will have special
sessions and cultural activities, such as music, calligraphy
and Chinese painting. Excursions to Mainland China and
other significant areas of historical and cultural interest
are also part of the program. Participants do not return to
campus at the start of the winter term.
language term credits, for completion of the program. There
WINTER TERM IN GÖTTINGEN, GERMANY
Qualified seniors studying German may elect to study in
Göttingen, Lower Saxony, Germany, during the winter term.
Two to six students attend the Theodor Heuss Gymnasium
and carry a six-course load, including German language
and literature and other subjects according to the student’s
interests. Involvement in sports and clubs is also expected.
Students live with German families and are integrated into
everyday family life. The winter term in Göttingen begins
shortly after January 1. Participants do not return to campus
for the start of the PEA winter term, but will undertake a
directed research project in preparation for their stay in
Germany. Interested students should contact their German
instructor in their upper year.
language term credits, one physical education term
credit, and one English term credit, for completion of the
program. There is a surcharge for the program to cover the
cost of flights.
WINTER TERM IN ROME, ITALY
The winter term in Rome, open to seniors and uppers with
at least two years of Latin, offers students the opportunity
to study amid the historical setting of their Latin reading
courses.
The program consists of Latin and Greek language courses,
beginning Italian, Roman topography, Roman civilization,
and English. Field study excursions twice weekly in Rome
and environs will complement the classical focus of this
program. Students will be housed under the supervision of
the resident director, an Exeter faculty member, in lodging
in Rome. The 10-week program includes two weeks of
directed academic study at home during the first two weeks
of winter term in December, seven weeks in Rome, and one
week of field study in the Bay of Naples region.
Participants do not return to campus for the start of the PEA
winter term. Successful completion of the program grants
five term credits, including one English term credit and one
language term credit in Latin, or in Greek, or both. Uppers
participating in the program must take the English course to
fulfill Academy graduation requirements.
field trips to Cajas National Park, Gualaceo, Chordeleg, the
Galapagos Islands, and other sites of interest. Exonians will
live with host families. The winter term in Cuenca begins in
early January. Participants do not return to campus for the
start of the PEA winter term but will undertake research in
preparation for their stay in Cuenca.
language term credits, for completion of the program. There
WINTER TERM IN BALLYTOBIN/CALLAN, IRELAND
The Exeter-Ballytobin/Callan Program is open to qualified
12th graders. Those selected spend the winter term of
their senior year living in Callan, Ireland, and working at
Ballytobin, a Camphill community established in 1979 that
“offers those in need of special care a sheltered environment
to meet their educational, therapeutic and social needs.”
The students observe and assist an experienced caregiver
as he or she cares for a person with such needs. They also
take the part-time art or theater course offered to abled and
disabled alike by a local Arts Centre; keep an electronic
journal that they “pass in” on a weekly basis to a PEA faculty
member; read appropriate articles and texts; and write a
reflective paper on the experience of living, working and
studying in this community. This program is overseen by
Gladys and Patrick Lydon ’68. It has at its heart service to
others and asks of students much ingenuity, tenacity and
maturity. The central assumptions of this program are two:
(1) that such work is, in and of itself, of immense value,
educational in the richest sense of the word; and (2) that
written reflection on the experience of such work deepens
the student’s sense of personal growth. In short, this program
offers PEA students an opportunity to live in a sustained way
the Academy’s motto of non sibi, “not for oneself.”
Participants do not return to campus for the start of the PEA
winter term. Students do not take academic courses, but
will receive one physical education term credit. There is a
surcharge for the program to cover the cost of flights.
WINTER TERM IN CUENCA, ECUADOR
Seniors who have completed two years of Spanish may apply
to a winter term program in Cuenca, Ecuador. Students
will attend high school with students from Colegio Alemán
Stiehle, where they will take classes. Courses may include
art, history, math, philosophy and science. Students will
also be involved in local service learning projects. They
will study Spanish literature, grammar and culture taught
by the program director, who is a faculty member from
Phillips Exeter Academy. Courses will be complemented by
111
Foreign Language
Summer Programs
Exeter students may participate in the Academy’s
summer programs abroad. Each study tour combines a
linguistic immersion through an academic and cultural
program with activities geared especially toward
adolescents. In the French, Spanish and Japanese
programs, an Exeter instructor will serve as director,
accompanying the students in their travel and
excursions, and assuring supervision and frequent
contact with the students. Programs may be cancelled
if there is insufficient interest in a given year. The
programs do not provide academic credits, but students
may be able to advance a term in their language study
at the Academy through recommendation of the
program director or a placement test taken upon their
return. For dates, itinerary and fees, please write to the
specific program or contact the Department of Modern
Languages. The summer tours are offered according to
staffing availability and the degree of student interest.
Check with the head of the department to see if the
tour will be offered in the coming summer. Financial
aid is not guaranteed for these programs, and students
receiving aid are encouraged to look instead at the
term- and year-abroad language options.
FRANCE
This program is designed for students who are interested in
developing their French skills, whether from the beginning
or at a more advanced level, and will last approximately four
weeks. A unique blend of language, art and touring, this
program begins with a two-week homestay in Tours, where
students will visit the imposing châteaux and the vineyards
of the area. From the Loire valley, the group will go to Paris,
spending five days exploring the art and architecture of the
city and nearby Versailles. Finally, the tour heads south to
Provence, following the steps of Van Gogh and Matisse in the
important art centers of the Midi. Interested candidates should
contact the chair of the Modern Languages department.
JAPAN
This program is designed for students who are interested in
exploring Japanese language and culture, and no language
background in Japanese is necessary. For two weeks,
students live in the greater Tokyo/Yokohama area with a
Japanese host family with a son or daughter of the same
age, and attend Kumon High school located in Yokohama.
Students will attend academic classes as well as language
classes, and experience cultural activities, such as judo,
kendo, calligraphy, a tea ceremony, and flower arranging.
The students will also go on field trips to see historical sites
such as Kamakura, the former capital of Japan during the
Kamakura Period, and Asakusa, site of the famous Sensoji
Buddhist temple, as well as urban districts like Shibuya, the
fashion center of Japan, and Akihabara, a major center for
technology. Interested candidates should contact the chair
of the Modern Languages department.
SPAIN
Phillips Exeter Academy sponsors a summer language
program in Spain, directed and supervised by Exeter faculty
members. This program is designed for Spanish-language
students of all levels interested in exploring the culture
and lifestyles of Spain through a homestay experience.
The group spends the first week of the program in Madrid
exploring the city’s many attractions, which include a
flamenco show and visits to the Prado and Reina Sofia
museums. After the first week, the group then enjoys a
relaxing drive north to the beautiful beach town called
Santander, where students live in Spanish homes and
participate fully in everyday family life. It is this rich
experience of immersion that contributes most to progress
in spoken Spanish. Every weekday, participants attend
Spanish-language classes taught by native instructors. The
rest of each day is devoted to tours and cultural activities,
including museums and outdoor adventures. Interested
candidates should contact the chair of the Modern
Languages department.
RUSSIA
Students enrolled in Russian, or students interested
in beginning their study of the language, may spend a
portion of the summer developing their language skills
in St. Petersburg, Russia. Students may choose their
period of study, between two and six weeks. Students
attend classes at ProBa Language Center and live in the
heart of St. Petersburg with a host family selected by the
language school. The school was established in 1995 and
has developed a reputation for a friendly and personal
atmosphere, together with the high academic standards of
Russian teaching. Daily small-group language classes are
interspersed with individual instruction and excursions
to areas of cultural and historical significance, such as the
Hermitage Museum and Mariinsky Opera. The school
offers additional sightseeing tours and themed excursions
on topics such as religion, history and economics. The
school also offers a volunteer program for those students
who would like to become involved in social service
opportunities. Interested candidates should contact the
chair of the Modern Languages department.
NCAA and Public
University Requirements
NATIONAL COLLEGIATE ATHLETIC ASSOCIATION
(NCAA)
Any student interested in participating in NCAA Division
I and II athletics in college should have four years of high
school English, and must be familiar with other special
NCAA requirements and the specific Exeter courses that
may not meet these requirements. It is important that
students are aware of these requirements early in their high
school careers so that the appropriate course of study can
be planned. In addition, for the University of California
system and other state colleges and universities, students
must understand the specific state’s definition of minimum
curricular requirements and how they are related to Exeter’s
course offerings.
A list of NCAA courses certified by the NCAA Eligibility
Center is available at www.eligibilitycenter.org. To check
whether specific courses offered at Phillips Exeter Academy
are certified to meet NCAA requirements, you must use
the school CEEB code 300185. Courses offered through
off-campus programs must be certified through the
particular program.
To check certification of individual programs, students may
find the following information helpful:
YEARLONG OR SEMESTER PROGRAMS
THE MOUNTAIN SCHOOL:
Vershire Center, Vermont
SCHOOL YEAR ABROAD:
Beijing, China
Rennes, France
Viterbo, Italy
Zaragoza, Spain
CEEB 460464
CEEB 694201
CEEB 731845
CEEB 748646
CEEB 792150
FALL TERM PROGRAMS
CAPE ELEUTHERA, BAHAMAS:
The Island School through
The Lawrenceville School
GRENOBLE, FRANCE:
American School of Grenoble
ST. PETERSBURG, RUSSIA:
School #636
is not registered with the NCAA
STRATFORD, ENGLAND:
Not registered with the NCAA
TEMA, GHANA:
SOS–Hermann Gmeiner International College
YOKOHAMA, JAPAN:
Kumon Kokusai High School
WINTER TERM PROGRAMS
BALLYTOBIN/CALLAN, IRELAND:
No courses are taken
CUENCA, ECUADOR:
Colegio Aleman Stiehle
GÖTTINGEN, GERMANY:
Theodor Heuss Gymnasium
ROME, ITALY:
St. Stephen’s School, Rome, ItalyCEEB 748600
TAICHUNG, TAIWAN:
Tung Hai University
SPRING TERM PROGRAMS
WASHINGTON D.C. INTERN PROGRAM:
The English seminar
is not certified by the NCAA
PUBLIC UNIVERSITY REQUIREMENTS
Students who are planning to play Division I or II college
athletics and participate in Exeter’s off–campus programs
may need to take two English electives in the spring
term of their senior year to meet the four-year English
requirement. Please see individual program descriptions
for further details.
Please direct any questions about whether or not specific
courses are certified to the Director of Studies.
CEEB 310681
CEEB 731206
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Advanced
Placement Program
The Advanced Placement (AP) Program of the College
Entrance Examination Board certifies college-level work
undertaken by students in secondary schools. The tests,
three-hour examinations in 14 academic disciplines,
are administered at Exeter in May. There are several
advantages in taking the examinations. Students may
earn college credit, exemption from college distribution
requirements, and/or exemption from lower-level
requirements in specific disciplines. At certain
universities, students may earn immediate sophomore
standing. The grade scale is from one to five; grades four
and five are designated as honors scores. Usually the
examinations are taken by seniors who have already been
accepted by colleges, but a growing number of qualified
uppers and lowers are taking the tests as they complete
the required courses.
Some colleges grant credit for SAT II subjects with a test
score in the 700s or AP tests with scores of four or five.
Parents and students should consult prospective colleges’
“Advanced Standing” policies regarding Subject Tests
and Advanced Placement exams. Uppers or lowers should
consider taking SAT II Subject tests or AP exams only
in disciplines in which they may be completing study
before the senior year (e.g., biology, physics, chemistry or
mathematics). Only students with consistently superior
academic performance in a specific subject should
consider taking a test before the senior year or taking
multiple exams during the same testing period. Students
need to consult with their subject teacher and the College
Counseling Office before taking a standardized subject test.
List of Courses
Anthropology ..................................................... 33
Economics .............................................................41
ANT500: CULTURAL ANTHROPOLOGY: EXPLORING HUMAN
BEHAVIOR AND MEANING
ECO502: PRINCIPLES OF ECONOMICS AND BUSINESS
ECO510: MACROECONOMIC ISSUES IN THE UNITED STATES
ECO510: MACROECONOMIC ISSUES IN THE UNITED STATES
Art ........................................................................... 34
■ Studio Courses .............................................. 34
ART202: CERAMICS I: FORM + FUNCTION
ART203: 3-D DESIGN: TECH + FORM + FASHION
ART205: PHOTOGRAPHY I: THE CREATIVE EXPERIENCE
ART206: PRINTMAKING I: POP ART + CULTURE
ART208: STUDIO PROJECTS IN DRAWING + PAINTING
ART402: ADVANCED CERAMICS: MOLDING MEANING
ART403: ADVANCED PROJECTS IN 3-D DESIGN
ART405: ADVANCED PHOTOGRAPHY: EXPRESSIONS IN
DIGITAL MEDIA
ART406: ADVANCED PRINTMAKING: LIMITED EDITIONS
ART408: ADVANCED PROJECTS IN DRAWING + PAINTING
ART409: ART NOW: GLOBAL VISUAL CULTURE
ART500: ADVANCED STUDIO PROJECTS:
PORTFOLIO + PROCESS
Classical Languages ......................................... 37
■ Classical Diploma ......................................... 37
■ Greek .............................................................. 37
GRK411/421/431: ELEMENTARY GREEK — INTENSIVE
GRK511/521/531: INTERMEDIATE GREEK — INTENSIVE
GRK611/621/631: ADVANCED GREEK — INTENSIVE
GRK711/721/731: ADVANCED READINGS — INTENSIVE
English ................................................................... 42
■ Junior Year ..................................................... 42
■ Lower Year ..................................................... 42
■ Upper Year ..................................................... 42
■ Senior Year ..................................................... 42
Senior English Fall Term ........................................ 42
SENIOR SEMINARS IN WRITING: GENRE FOCUS
ENG502: Short Fiction
ENG503: Poetry
ENG504: Drama
ENG505: Creative Nonfiction
ENG506: Multi-genre *
Senior English Fall Term, Stratford Program............43
ENG592: SHAKESPEARE IN STRATFORD
ENG593: LITERATURE IN STRATFORD
■ Latin ............................................................... 37
Senior English Winter Term....................................43
LAT110/120/130: ELEMENTARY LATIN
LATTR1/TR2: TRANSITION LATIN 1 AND 2
LAT210/220/230: INTERMEDIATE LATIN
LAT310/320/400: ADVANCED LATIN
LAT401: ADVANCED LATIN — INTENSIVE
LAT510/520/530: ADVANCED LATIN — EPIC
LAT511/521/531: ADVANCED LATIN — INTENSIVE — EPIC
LAT611/621/631: ADVANCED LATIN — INTENSIVE — LYRIC
LAT711/721/731: ADVANCED READINGS IN LATIN — INTENSIVE
SENIOR SEMINARS IN READING: AUTHOR IMMERSION
ENG540: Margaret Atwood
ENG542: Jane Austen
ENG543: James Baldwin
ENG544: Samuel Beckett
ENG545: Elizabeth Bishop
ENG546: George Eliot
ENG547: Ralph Ellison
ENG548: Louise Erdrich
ENG549: William Faulkner
ENG550: Ernest Hemingway
ENG552: Kazuo Ishiguro
ENG553: Ha Jin
ENG554: Doris Lessing
ENG555: Cormac McCarthy
ENG556: Herman Melville
ENG557: John Milton
ENG558: Toni Morrison
ENG559: Salman Rushdie
ENG560: William Shakespeare
ENG562: Zadie Smith
ENG563: Derek Walcott
ENG564: Virginia Woolf
ENG565: William Wordsworth
■ Classics .......................................................... 38
CLA290: SPECIAL TOPICS IN CLASSICAL STUDIES
CLA490: SPECIAL TOPICS IN CLASSICAL CULTURE
Computer Science ............................................... 39
CSC205: ALGORITHMS AND PUBLIC POLICY
CSC208: ALGORITHMS AND THE DYNAMIC WEB
CSC308: DATA-DRIVEN AND INTERACTIVE WEB
DEVELOPMENT
CSC405: ALGORITHMS AND SOFTWARE CREATION
CSC407 AND PHY315: INTRODUCTION TO SCIENTIFIC
MODELING THROUGH PHYSICS AND COMPUTER
SCIENCE
CSC505: DATA STRUCTURES AND ALGORITHMS
CSC506: NETWORK AND MOBILE ARCHITECTURE
CSC590: SELECTED TOPICS IN COMPUTER SCIENCE
115
l i st of c o u rs e s
Senior English Spring Term .................................... 42
■ Intermediate Courses ................................... 52
TOPICS IN LITERATURE
HIS302: EARLY MODERN EUROPE, 1350-1660
HIS303: ABSOLUTISM AND REVOLUTION, 1660-1800
HIS304: THE EUROPEAN CENTURY, 1800-1914
HIS305: COLONIAL AMERICAS: EMPIRE, CONTACT
AND LEGACIES ◆
HIS306: ART AND THE STATE ◆
HIS307: MODERN INDIA ◆
HIS308: PRECOLONIAL AFRICA ◆
ENG566: GRAPHIC NARRATIVE/LITERARY COMICS
ENG567: THE BEATS
ENG568: AFRICAN AND CARIBBEAN LITERATURE
ENG569: FEMINISM AND LITERATURE
ENG570: NOVELS INTO FILM
ENG572: LITERATURE AND THE LAND
ENG573: LAW AND LITERATURE
ENG574: LITERATURE OF CALIFORNIA
ENG575: SATIRE AND HUMOR
ENG576: ART OF PROTEST
ENG577: QUEER LIT
ENG578: CHILDREN’S LITERATURE
ENG579: SPRING IN LOVE
ENG580: VOICES FROM THE MIDDLE EAST
ENG582: MODERN IRISH WRITERS
ENG583: ROMANTICISM AND ITS RISKS
ENG584: BASEBALL: THE AMERICAN NARRATIVE
ENG585: VISIONS OF PARADISE? UTOPIAS AND
DYSTOPIAS IN LITERATURE
ENG586: TRAGEDY AND THE FAMILY
ENG587: LITERATURE AND POPULAR CULTURE
ENG588: CREATIVE WRITING WORKSHOP
ENG589: JOURNALISM
ENG590: SELECTED TOPICS IN ENGLISH
Health and Human Development .................... 48
HHD110/120/130: TEEN HEALTH MATTERS FOR JUNIORS
HHD210/220/230: TEEN HEALTH MATTERS FOR LOWERS
HHD502: A STUDY OF HUMAN SEXUALITY
HHD503: THE POWER WITHIN: PHILOSOPHY
& SCIENCE OF OPTIMAL HEALTH
HHD504: THE HUMAN PURSUIT OF EUPHORIA
HHDSTR: CROSSROADS: YOUR FUTURE, YOUR HEALTH
History ................................................................... 50
Three-year and four-year students are required to take at least one of the
following courses outside the Western tradition: 200, 202, 205, 206, 207,
208, 305, 306, 307, 308, 502, 556, 558, 560, 563, 565, 566, 567, 577, 586
and 587. These courses are marked by ◆ in the individual course descriptions.
■ Introductory Courses .................................... 51
HIS200: THE WORLD IN THE 20TH CENTURY ◆
HIS202: PEOPLES AND CULTURES OF THE
MODERN WORLD ◆
HIS203: CLASSICAL GREECE
HIS204: CLASSICAL ROME
HIS205: THE MEDIEVAL WORLDS ◆
HIS206: NATIVE PEOPLES OF NORTH AMERICA ◆
HIS207: CHINA: THE LAST DYNASTY ◆
HIS208: JAPAN: TRADITION TO MODERNITY ◆
■ Advanced Courses ......................................... 53
HIS410: UNITED STATES HISTORY, COLONIAL ORIGINS
TO 1861
HIS420: UNITED STATES HISTORY, 1861 TO 1941
HIS430: UNITED STATES HISTORY, 1941 TO THE PRESENT
■ 500-Level Courses ........................................ 53
HIS502: GLOBAL TOPICS IN WOMEN, GENDER
AND SOCIETY ◆
HIS503: WORLD WAR AND EUROPEAN SOCIETY, 1890
TO 1945
HIS504: EUROPE SINCE 1945
HIS506: CAPITALISM AND ITS CRITICS
HIS508: UNDERSTANDING VIOLENCE, WAR AND PEACE: A
HISTORICAL APPROACH
HIS550: AMERICAN POLITICS AND PUBLIC POLICY
HIS553: LAW AND AMERICAN SOCIETY
HIS554: IMPERIAL RUSSIA
HIS555: 20TH-CENTURY RUSSIA
HIS556: WHY ARE POOR NATIONS POOR? ◆
HIS558: GENOCIDE IN THE MODERN WORLD ◆
HIS560: THE GLOBAL COLD WAR — NATIONALISM
CONFRONTS IMPERIALISM ◆
HIS563: VULNERABLE CONQUERORS: HUMANS AND THE
ENVIRONMENT ◆
HIS565: MODERN CHINA ◆
HIS566: MODERN LATIN AMERICA ◆
HIS567: THE MAKING OF MODERN JAPAN ◆
HIS577: MODERN AFRICA ◆
HIS586: CONTEMPORARY MIDDLE EAST ◆
HIS587: PERSECUTING DEVIANCE: A HISTORY OF DEMONS,
SORCERY AND WITCHCRAFT, 1100 TO 1700 ◆
HIS590: SPECIAL TOPICS IN HISTORY
HIS590: LGBT HISTORY, POLITICS AND CULTURE
HIS600: SENIOR RESEARCH SEMINAR
Mathematics........................................................ 58
■ Transition Mathematics ............................... 58
Transition 1 Mathematics ....................................... 59
MAT11T
MAT12T
MAT13T
Transition 2 Mathematics ...................................... 59
MAT21T
MAT22T
MAT23X
MAT31T/32T
MAT34T/41T
MAT31X/40X/41X
MATTR4
MAT11T/120/130: ALGEBRA
MAT210/220/230: INTEGRATED MATHEMATICS
MAT310/320/330/400: ADVANCED INTEGRATED
MATHEMATICS
MAT311/321/401: ADVANCED INTEGRATED
MATHEMATICS — ENRICHED
MAT410: INTRODUCTION TO CALCULUS
MAT411: INTRODUCTION TO CALCULUS — ENRICHED
MAT420/430/510/520: CALCULUS
MAT421/431/511/521: CALCULUS — ENRICHED
MAT41C/42C/43C: CALCULUS — A LAB APPROACH
MAT40D: TOPICS IN DISCRETE MATHEMATICS
MAT40H: HISTORY OF MATHEMATICS
MAT40M: MATHEMATICAL MODELING AND APPLICATIONS
MAT40S: INTRODUCTION TO STATISTICS
MAT41S/42S/43S: STATISTICS
MAT610/620: MULTIVARIABLE CALCULUS
MAT640: LINEAR ALGEBRA
MAT700: FOUNDATIONS OF ABSTRACT MATHEMATICS
■ Selected Topics in
Advanced Mathematics ............................... 62
Modern Languages ............................................. 63
■ Arabic .............................................................63
ARA111/121/131: ACCELERATED ARABIC FOR SENIORS
■ Chinese ..........................................................64
CHI110/120/130: ELEMENTARY CHINESE
CHI210/220/230: INTERMEDIATE CHINESE
CHI111/221/231: ACCELERATED CHINESE
CHI311/321/411: ADVANCED CHINESE (ACCELERATED)
CHI502/503/504: CONTEMPORARY CHINESE LANGUAGE
AND LITERATURE
CHI521/531/541: CONTEMPORARY CHINESE LANGUAGE AND
LITERATURE (ACCELERATED)
CHI550: CURRENT EVENTS IN THE CHINESE SPEAKING
WORLD
CHI560: CONTEMPORARY CHINESE CINEMA
CHI570: READINGS IN POST-IMPERIAL CHINESE LITERATURE
(1919-PRESENT)
CHI590: SPECIAL TOPICS
■ French ............................................................ 65
FRE110/120/130: ELEMENTARY FRENCH
FRE210/220/230: INTERMEDIATE FRENCH
FRE310/320: ADVANCED FRENCH
FRE400: THE COLLISION OF WORLDS IN COLONIAL AND
POST-COLONIAL FRANCOPHONE LITERATURE
FRE502: INDIVIDUALITY, COMMUNITY, SOCIETY: ASPECTS OF
IDENTITY
FRE503: FRANCE AND THE FRANCOPHONE WORLD IN THE
21ST CENTURY
FRE504: ART, MUSIC AND LITERATURE
FRE550: FRENCH THEATER
FRE552: FROM FOLLY TO REASON
FRE553: GREAT NOVELS
FRE554: FRENCH HUMANISM
FRE555: REBELS AND REVOLT
FRE556: STUDIES IN FRENCH CINEMA
FRE590: SPECIAL TOPICS
■ German
.........................................................66
GER110/120/130: ELEMENTARY GERMAN
GER210/220/230: INTERMEDIATE GERMAN
GER111/221/231: TWO YEARS IN ONE
GER310/320: ADVANCED GERMAN
GER400: OTHER GERMAN VOICES
GER502: POST-HOLOCAUST WRITING
GER503: BERLIN AND VIENNA
GER504: FEMALE PROTAGONISTS AND WOMEN WRITERS
GER590: SPECIAL TOPICS
■ Italian ............................................................. 67
ITA121/131: ACCELERATED ITALIAN FOR SENIORS
■ Japanese ......................................................... 67
JPN110/120/130: ELEMENTARY JAPANESE
JPN121/131: ACCELERATED ELEMENTARY
JPN210/220/230: INTERMEDIATE JAPANESE
JPN310/320/400: ADVANCED JAPANESE
JPN502/503/504: ADVANCED READINGS IN JAPANESE
JPN590: SPECIAL TOPICS
■ Russian ..........................................................68
RUS110/120/130: ELEMENTARY RUSSIAN
RUS111/221/231: BASIC RUSSIAN — ACCELERATED
RUS210/220/230: INTERMEDIATE RUSSIAN
RUS310/320/400: ADVANCED RUSSIAN
RUS502/503/504: ADVANCED READINGS IN RUSSIAN
RUS590: SPECIAL TOPICS
■ Spanish ..........................................................69
SPA110/120/130: ELEMENTARY SPANISH
SPA13X: TRANSITION SPANISH 1 — ACCELERATED
SPA21X: TRANSITION SPANISH 2 — ACCELERATED
SPA210/220/230: INTERMEDIATE SPANISH
SPA310/320: ADVANCED SPANISH
117
SPA400: PANORAMA OF LATIN AMERICAN AND
SPANISH READINGS
SPA502: 21ST CENTURY CHALLENGES AND OPPORTUNITIES
SPA503: FAMILY, COMMUNITY AND CONTEMPORARY LIFE
SPA504: THE EMERGING SELF: ART AND IDENTITY
SPA550: CONTEMPORARY HISPANIC THEATER
SPA552: MAGICAL REALISM: FANTASY AND REALITY IN THE
LATIN AMERICAN NARRATIVE
SPA553: “SUPERNOVEL”
SPA554: SPANISH LITERATURE AND CULTURE: LIMITS OF
REALITY AND THE IMAGINATION
SPA555: SPANISH LITERATURE AND CULTURE: CHALLENGING
LOSS AND PAIN
SPA556: SPANISH LITERATURE AND CULTURE: AN
EXPLORATION OF LOVE AND PASSION
SPA557: HISPANIC CINEMA
SPA590: SPECIAL TOPICS
Music .......................................................................72
■ Music Theory ................................................. 72
MUS200: BECOMING MUSICAL
MUS201: INTRODUCTION TO MUSIC THEORY (ACCELERATED)
MUS410: THE TECHNIQUES OF COMPOSITION AND
ANALYSIS
MUS420: THE COMPOSITIONAL PROCESS
■ Music History and Appreciation ................... 73
MUS202: POPULAR MUSIC IN AMERICA
MUS203: LISTENING TO MUSIC
MUS402: ART MUSIC IN THE WEST
■ Performance .................................................. 73
MUS400: ADVANCED INSTRUMENTAL/VOCAL STUDY I
MUS500: ADVANCED INSTRUMENTAL/VOCAL STUDY II:
RECITAL
■ Private Lessons .............................................. 74
MUS010: PRIVATE LESSONS
■ Ensembles ..................................................... 75
MUS011: WEST AFRICAN DRUMMING
MUS060: INSTRUMENTAL AND VOCAL CHAMBER MUSIC
MUS063: PERCUSSION ENSEMBLE
MUS073: WOMEN’S CHORUS
MUS074: MEN’S CHORUS
MUS075: EXETER CHORAL UNION
MUS077: CONCERT CHOIR
MUS083: EXETER SYMPHONIA
MUS085: SYMPHONY ORCHESTRA
MUS087: CHAMBER ORCHESTRA
MUS093: CONCERT BAND
MUS095: JAZZ COMBO
MUS097: JAZZ ENSEMBLE
Physical Education ........................................... 78
PEC001: SPORTS OPTION
PEC111: JUNIOR PHYSICAL EDUCATION PROGRAM
■ Fall Interscholastic Programs ....................... 79
PEB110: BOYS V/JV CROSS COUNTRY
PEG110: GIRLS V/JV CROSS COUNTRY
PEG120: GIRLS VARSITY FIELD HOCKEY
PEG125: GIRLS JV FIELD HOCKEY
PEM130: VARSITY FOOTBALL
PEM135: JV FOOTBALL
PEG140: GIRLS VARSITY VOLLEYBALL
PEG145: GIRLS JV VOLLEYBALL
PEB160: BOYS VARSITY SOCCER
PEB165: BOYS JV SOCCER
PEG160: GIRLS VARSITY SOCCER
PEG165: GIRLS JV SOCCER
PEB180: BOYS VARSITY WATER POLO
PEB185: BOYS JV WATER POLO
■ Fall Physical Education Programs ............... 80
PEC107: CLUB RUNNING
PEC133: PILATES
PEC140: CLUB VOLLEYBALL
PEC150: OUTDOOR CHALLENGE
PEC160: CLUB SOCCER
PEC171: CLUB TENNIS
PEC260: CLUB SQUASH
PEC330: GIRLS CREW (ADVANCED)
PEC331: BOYS CREW (ADVANCED)
PEC330: GIRLS CREW (NOVICE)
PEC331: BOYS CREW (NOVICE)
■ Winter Interscholastic Programs ................. 81
PEB210: BOYS VARSITY BASKETBALL
PEB215: BOYS JV BASKETBALL
PEG210: GIRLS VARSITY BASKETBALL
PEG215: GIRLS JV BASKETBALL
PEB250: BOYS VARSITY HOCKEY
PEB255: BOYS JV HOCKEY
PEG250: GIRLS VARSITY HOCKEY
PEG255: GIRLS JV HOCKEY
PEB260: BOYS V/JV SQUASH
PEG260: GIRLS V/JV SQUASH
PEB270: BOYS VARSITY SWIMMING
PEB272: BOYS V/JV DIVING
PEB275: BOYS JV SWIMMING
PEG270: GIRLS VARSITY SWIMMING
PEG272: GIRLS V/JV DIVING
PEG275: GIRLS JV SWIMMING
PEB280: BOYS V/JV TRACK
PEG280: GIRLS V/JV TRACK
PEM290: V/JV WRESTLING
■ Winter Physical Education Programs .......... 82
PEC203: GROUP FITNESS
PEC206: AQUATICS
PEC210: CLUB BASKETBALL
PEC242: FITNESS — OUTDOOR
PEC250: CLUB HOCKEY (COED)
PEC260: CLUB SQUASH
■ Spring Interscholastic Programs .................. 83
PEB280: BOYS V/JV TRACK
PEG280: GIRLS V/JV TRACK
PEB300: BOYS VARSITY VOLLEYBALL
PEB310: BOYS VARSITY BASEBALL
PEB315: BOYS JV BASEBALL
PEG310: GIRLS VARSITY SOFTBALL
PEB330: BOYS V/JV/NOVICE CREW
PEG330: GIRLS V/JV/NOVICE CREW
PEM340: VARSITY CYCLING
PEM350: VARSITY GOLF
PEB360: BOYS VARSITY LACROSSE
PEB365: BOYS JV LACROSSE
PEG360: GIRLS VARSITY LACROSSE
PEG365: GIRLS JV LACROSSE
PEB370: BOYS VARSITY A/B TENNIS
PEB375: BOYS JV TENNIS
PEG370: GIRLS VARSITY A/B TENNIS
PEG375: GIRLS JV TENNIS
PEG380: GIRLS VARSITY WATER POLO
PEG385: GIRLS JV WATER POLO
■ Spring Physical Education Programs ........... 85
PEC105: BICYCLING (BEGINNING)
PEC108: CLUB FENCING
PEC131: ULTIMATE FRISBEE
PEC171: CLUB TENNIS
PEC304: AMERICAN RED CROSS LIFEGUARDING
PEC350: CLUB GOLF
PECSSP: SPECIAL ACTIVITY PERMISSION
PECTEX: THERAPEUTIC EXERCISE
PECEXC: ACTIVITY EXCUSED
Psychology .......................................................... 87
PSY550: INTRODUCTION TO PSYCHOLOGY
Religion ................................................................. 88
REL250: HEBREW BIBLE/OLD TESTAMENT
REL255: THE NEW TESTAMENT
REL260: ONE NATION UNDER GOD?: RELIGIOUS TRADITIONS
IN AMERICA
REL265: RELIGION AND POPULAR CULTURE
REL270: FAITH AND DOUBT
REL350: ISLAM
REL355: JUDAISM
REL360: CHRISTIANITIES
REL450: SOCIAL ETHICS: VALUES IN A CHANGING AMERICA
REL455: GLOBAL ETHICS: WHAT’S WRONG WITH THE
WORLD?
REL460: THE ETHICS OF THE MARKETPLACE
REL465: HINDUISM AND BUDDHISM
REL470: READING THE BIBLE AS LITERATURE
REL475: WOMEN, GENDER, AND RELIGION IN FILM
REL550: THE EMERGING SELF
REL555: INTRODUCTION TO PHILOSOPHY
REL560: EXISTENTIALISM
REL565: MYSTICISM
REL570: THE HOLOCAUST: THE HUMAN CAPACITY FOR
GOOD AND EVIL
REL575: ZEN BUDDHISM
REL592: AN INTERDISCIPLINARY APPROACH TO
EPISTEMOLOGY
REL594: IMAGINING YOUR FUTURE
REL596: JEWISH AMERICANS: AN ANCIENT PEOPLE IN A
MODERN WORLD
REL598: SPRING BOOK CLUB FOR 2017
Science ................................................................... 93
■ Biology ...........................................................93
LABORATORY POLICY FOR BIOLOGY
BIO210/220/230: AN INTRODUCTION TO BIOLOGY
BIO310/320/330: PRINCIPLES OF BIOLOGY
BIO450: HUMAN PHYSIOLOGY
BIO455: ANIMAL BEHAVIOR
BIO460: ORNITHOLOGY
BIO465: ECOLOGY
BIO470: HUMAN POPULATIONS AND RESOURCE
CONSUMPTION: IMPLICATIONS FOR SUSTAINABILITY
119
BIO475: EVOLUTION
BIO480: BIOCHEMISTRY AND HUMAN NUTRITION
BIO485: MARINE BIOLOGY
BIO490: INTRODUCTORY GENETICS I
BIO590: MOLECULAR GENETICS
BIO510/520/530: ADVANCED BIOLOGY
BIO670: BIOLOGY RESEARCH
■ Chemistry ...................................................... 95
CHE310/320/330: PRINCIPLES OF CHEMISTRY
CHE411/421/431: ACCELERATED CHEMISTRY
CHE460: ADVANCED TOPICS IN CHEMISTRY: NUCLEAR AND
ORGANIC CHEMISTRY
CHE510/520/530: ADVANCED CHEMISTRY
■ Earth and Planetary Science .........................96
EPS450: EARTH SYSTEMS
■ Environmental Science .................................96
BIO465: ECOLOGY
BIO470: HUMAN POPULATIONS AND RESOURCE
CONSUMPTION: IMPLICATIONS FOR SUSTAINABILITY
■ Physics ...........................................................96
PHY210/220/230: AN INTRODUCTION TO PHYSICS
PHY221/231: AN INTRODUCTION TO PHYSICS
PHY310/320/330: PRINCIPLES OF PHYSICS
CSC407 AND PHY315: INTRODUCTION TO SCIENTIFIC
MODELING THROUGH PHYSICS AND COMPUTER
SCIENCE
PHY400: MODERN PHYSICS
PHY450: ROBOTICS
PHY460: ELECTRONICS
PHY470: INTRODUCTORY ASTRONOMY
PHY480: SPECIAL TOPICS IN ASTRONOMY
PHY570: ADVANCED ASTRONOMY METHODS
PHY510/520/530: ADVANCED PHYSICS
PHY640: QUANTUM MECHANICS
Senior Studies ...................................................... 99
SRS502: AGRICULTURAL SCIENCE, PRACTICE AND POLICY
SRS503: THE WORLD SEEN THROUGH A DAILY NEWSPAPER
SRS504: HUMAN RIGHTS
SRS505: THE BLACK EXPERIENCE IN WHITE AMERICA I
SRS507: WHAT ARE SCHOOLS FOR?
SRS508: A STUDY OF SPORT IN SOCIETY
SRS509: SCIENCE AND RELIGION
SRS550: SPORTS SCIENCE
SRS552: SCIENCE, TECHNOLOGY AND PROFIT IN SOCIETIES
SRS553: SOCIAL INNOVATION
SRS554: DESIGN THINKING: CREATIVE PROBLEM-SOLVING
WORKSHOP
SRS506: THE BLACK EXPERIENCE IN WHITE AMERICA II
Theater and Dance .............................................102
■ Theater ........................................................ 102
THR202: ACTING I
THR204: STAGECRAFT
THR205: HANDS-ON PUPPETRY
THR302: PLAYWRITING
THR303: SCREENWRITING
THR304: POETRY STAGE
THR404: ACTING II
THR405: DIRECTING
THR406: LIGHTING DESIGN
THR502: ACTING III — ADVANCED ACTING ENSEMBLE
THR590: SPECIAL TOPICS
THR200: INTRODUCTION TO THE THEATER
■ Speechmaking ............................................. 104
THR203: SPEECHMAKING
■ Filmmaking ................................................. 104
THR206: FILMMAKING
■ Dance ........................................................... 104
DAN100: BEGINNING DANCE
DAN200: INTERMEDIATE DANCE I
DAN250: INTERMEDIATE DANCE II
DAN300: ADVANCED DANCE
DAN400: DANCE COMPANY
DAN430: DANCE CONCERT ENSEMBLE
DNC010: SEMI-PRIVATE DANCE CLASSES
Transition Courses ......................................... 106
SSK100: STUDY SKILLS
TRN100: TRANSITION TO THE HARKNESS CLASSROOM
School Calendar
2016–2017
Fall Term
Spring Term
September
March
7
Wednesday New Students Register
8
Thursday Returning Students Register
9
Friday Opening Assembly
First Day of Class
26Monday
Academy Life Day
October
21-22 Friday-Saturday
Family Weekend
19
June
22
Tuesday Last Day of Fall Term
Vacation Begins After Classes
Winter Term
December
4
Sunday
Boarders Check In
5Monday
Winter Term Classes Begin
20
Tuesday
January
4
Wednesday
5
ThursdayClasses Resume
Boarders Check In
13
Friday Martin Luther King Jr. Day
February
10-11 Friday-SaturdayCollege Admissions Weekend for
Upper Parents
25
Saturday Exeter/Andover Games
March
3
FridayLast Day of Winter Term
Spring Term Classes Begin
WednesdayClimate Action Day
May
November
Exeter/Andover Games
Boarders Check In
April
26
27
Saturday 20Monday
24Monday Long Weekend Ends
Boarders Check In
12
Sunday
Saturday Exeter/Andover Games
1
Thursday Last Day of Spring Term
4
Sunday Graduation

courses of instruction - Phillips Exeter Academy

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